Influence of Peer Tutoring on Academic Achievement in Accounting among SS1 Students in Aba Metropolis, Abia State

The persistent low academic performance of secondary school students in accounting has remained a major concern inNigerian education, particularly in urban centers such as Aba Metropolis, Abia State. Peer tutoring has been identified as a potentialstrategy to enhance learning outcomes by promoting collaborative learning, motivation, and engagement among students. This studyinvestigated the influence of peer tutoring on academic achievement in accounting among SS1 students in Aba Metropolis, withspecific focus on the sub-variables of students’ motivation, communication skills, and teacher supervision and guidance. The studyadopted a descriptive survey research design, and the population comprised all SS1 accounting students in selected public and privatesecondary schools within the metropolis. A sample of 200 students was drawn using multistage sampling techniques. Data werecollected through a structured questionnaire titled Peer Tutoring and Academic Achievement Questionnaire (PTAAQ), validated byexperts in Educational Psychology and Accounting, and reliability was confirmed using Cronbach’s alpha (0.83). Data were analyzedusing mean and standard deviation to answer the research questions and Multiple Regression Analysis to test the hypotheses at 0.05level of significance. Findings revealed that students’ motivation, communication skills, and teacher supervision and guidance eachhad significant positive influence on students’ academic achievement in accounting. The study concluded that peer tutoring is aneffective instructional strategy capable of improving students’ understanding and performance in accounting when properly structuredand supervised. The study recommends that teachers actively supervise peer tutoring sessions, encourage student motivation, andfoster effective communication among peers. Additionally, school administrators should institutionalize peer tutoring programs toenhance academic outcomes in accounting and other challenging subjects. The findings of this study provide practical insights foreducators, policymakers, and researchers interested in improving secondary school students’ academic performance throughcollaborative learning strategies.