Abstract

This study sought to determine the effects of reciprocal peer tutoring (RPT) Learning strategy on reading comprehension achievement and social interaction of pupils with emotional behavioural disorders. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental design. The population of the study comprises of 62 (30 males and 32 females identified (2016/2017 session) elementary five pupils with emotional behavioural disorders drawn from four public primary schools in Nsukka Local Government Education Authority using multistage sampling technique. The study adopted three research instruments namely: Emotional Behavioural Disorders Identification Scale (EBDIS), Test of Comprehension (TOC) Forms and Pupils’ Social Interaction Scale (PSIS). The internal consistency reliability coefficients were determined using Cronbach Alpha Method and reliability indices of 0.68 and 0.76 were got for TOC forms, while PSIS yielded an overall reliability estimate of 0.77. Data collected were analyzed using mean scores and standard deviation to answer the research questions and t-test was used to test the null hypothesese using analysis of covariance (ANCOVA). The findings of the study revealed that intervention using reciprocal peer tutoring significantly improved reading comprehension achievement of pupils with Emotional Behavioural Disorders. The study also revealed that gender as a factor in the study has no significant influence on social interaction of pupils with Emotional Behavioural Disorders. Based on the findings of the study, it was thus recommended that emphasis should be given to equipping pupils with the relevant skills in using reciprocal peer tutoring.

Key words: Conventional Teaching, Peer Tutoring, Reading Comprehension Achievement, Social Interaction, Emotional Behavioural Disorders