Effect of Peer Tutoring and Brainstorming Strategies on the Academic Performance of Students with Hearing Impairment in Economics in Oyo State, Nigeria
Keywords:
Peer tutoring, Brainstorming strategies, Hearing impairments, Academic performance, Inclusive educationAbstract
This study examines the effectiveness of peer tutoring and brainstorming strategies on the academic performance of students with hearing impairments in Economics, addressing a gap in instructional methods tailored to this population. Using a mixed-methods approach, 60 students with hearing impairments were assigned to one of three groups: peer tutoring, brainstorming, or a control group with traditional instruction. Pre-test and post-test assessments were conducted, and ANCOVA analysis showed significant improvement in the peer tutoring (M = 68.7, SD = 5.2) and brainstorming groups (M = 71.2, SD = 5.0) compared to the control group (M = 55.4, SD = 6.1). Qualitative data from interviews and observations highlighted that peer tutoring increased students' confidence and understanding, while brainstorming enhanced engagement and creativity. The findings suggest that these strategies positively impact learning outcomes for students with hearing impairments, recommending structured peer tutoring, brainstorming activities, and educator training to foster inclusive learning. Further research should investigate the long-term and broader application of these methods.
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