Linear algebra is one of the inevitable advanced mathematics courses that many students experience at the Polytechnic level which plays a significant historical role in the development of many mathematical structures. Research from previous works found that among the causes of the students’ poor understanding of the basic concepts of linear algebra is lack of pedagogical strategy that gives them opportunity to develop their own ideas and become successful problem solvers. Therefore, this study aimed at investigating the potential role of peer tutoring strategy among Polytechnic students in a linear algebra classroom. The Vygotskian learning theory of social interaction guides this study; in which he believes that social interactions plays a significant role in students’ cognitive growth. A quasi-experimental design was adopted for this study which involved 73second year Diploma students from Waziri Umaru Federal Polytechnic Birnin Kebbi Nigeria. A purposive sampling technique was used in selecting the samples for this study consisting of experimental and control groups. The instruments of the study comprises of a self-developed Linear Algebra Test 1 (LAT 1) as pre-test and Linear Algebra Test 2 (LAT 2) as post-test. Using mean, SD and t-test statistics, it was found that peer tutoring strategy improves students’ academic performance in a Polytechnic linear algebra classroom. The study suggested that at the end of each topic, students can form discussion groups and practice together where peer tutoring can be carried out, because it offers a great opportunity in overcoming the problems and challenges in the subject area.
Volume 12 | Issue 3