Jurnal Educatio ISSN: 2459-9522 (Print), 2548-6756 (Online) Vol. 8, No. 3, 2022, pp. 1096-1103 This is an open access article under the CC BY-SA license. Copyright © 2022 by Author Effect of Class-Wide Peer Tutoring on Students’ Performance in Physics in Dekina, Nigeria Abdulrasaq Oladimeji Akanbi Department of Science Education, University of Ilorin, Ilorin, Nigeria *Coresponding Author: akanbi.ao@unilorin.edu.ng Abstract Article History: Received 2022-07-08 Revised 2022-09-17 Accepted 2022-09-26 DOI: 10.31949/educatio.v8i3.2915 The study investigated the effect of Class-wide Peer Tutoring (CWPT) on students’ performance in physics in Dekina, Nigeria. Two co-education public secondary schools were purposively selected. A total of 64 (male = 31, female = 33) senior school two (SSII) students were randomly selected from the sampled school. A quasi-experimental design was adopted for the study. The instrument used for this research was a 20-multiple-choice projective Motion Test (PMT) developed by the researcher. The treatment in the experimental group was the teaching of Projectile Motion using the CWPT strategy. Mean, standard deviation, and ANCOVA was used to analyze the data collected. The findings revealed that there was a significant difference between the performance of the experimental group and control group in the favour of the experimental group and no significant difference in the performance of male and female students when both are taught Projectile Motion using CWPT. It is recommended among others that teachers should be trained to adopt classwide peer-tutoring in schools since it facilitates the academic performance of students in physics. Keywords: class-wide; peer tutoring; physics; performance INTRODUCTION The relevance of physics to the technological growth of any nation is incontestable, many students have performed poorly in physics in the external examinations particularly, projectile motion. Projectile motion and simple harmonic motion are some of the topics in dynamics that students perceived as difficult in Nigerian secondary schools (Erinosho, 2013). The West African Examinations Council (WAEC) chief examiners’ reports of 2015, 2016, and 2017 also identified projectile motion questions as those that candidates found difficult to answer. Many factors, ranging from teachers’ qualifications, experience, and lack of enthusiasm, to ill-equipped physics laboratories and poor teaching methods, have been attributed to the persistent underperformance of students in physics (Michael, et al. 2022). The poor recruitment of teachers from low achievers for physics teaching in secondary schools and the weak preparation programs in teacher education resulted in problematic physics teaching dominated by didactic teaching (Alemu, et al. 2017). Physics, however, requires the use of a suitable and efficient instructional approach to understand nature, the environment, and the application of scientific principles for everyday use. (Alemu, 2020; Hanč, et al. 2020; Pompea & Russo, 2020). One of the ways to bring about a change in the teaching of physics is to change from the strictly teacher-directed approach to a teacher-facilitated approach such as jigsaw learning-teams, problem-based learning and peer-tutoring (Bigozzi, et al., 2018; Kalu-Uche & Alamina, 2014; Kalu-Uche & Emeka, 2018; Mumuni, Dike & Uzoma-Nwogu, 2017; and Ullah, Tabassum & Kaleem, 2018) among others. The success of the teaching is measured by the success of the students in the examination, so teachers must be flexible to teach the students the way the students will understand. According to Bamidele and Yoade (2017), the conventional chalk-and-talk method of teaching is still very predominant in Nigeria. Ayvazo and Aljadeff, (2014), state that teaching is still in such a way that teachers act as the warehouse of knowledge and students the passive receiver. The teacher-centered method entails teachers acting as guardians at all times thereby reducing the students to be the lazy receiver of knowledge and consequently restricting the knowledge