The study investigated the effect of peer assessment strategy on senior secondary school Biology students’ achievement. Two research questions and two hypotheses guided the study. The study used quasi–experimental research design. The population comprised 6,638 (4,320 male and 2318 female) SS 2 students from 15 public senior secondary schools. A sample of 195 (111 male and 84 female) SS 2 students were selected for the study using stratified sampling technique. Biology Achievement Test (BAT) was developed and was used for data collection. The instruments was validated by expert and yielded logical validity index of 0.85 and reliability coefficient index of 0.88 through Kuder-Richardson 21 Formula. Descriptive statistics of mean and standard deviation was used to answers research questions while Analysis of Covariance (ANCOVA) statistics was used for testing the hypotheses one and two at 0.05 level of significance. The findings revealed that there is a significant difference in the Biology achievement mean scores of students exposed to peer-Assessment strategy. Based on the findings of this study, it was concluded that peer assessment strategy has been found to have a positive effect on students’ achievement. It was recommended that Teachers should incorporate peer assessment strategy into their teaching and learning.
OWUNA et al. (Thu,) studied this question.
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