Influence of Peer-to-Peer Digital Tutoring on Learning Outcomes of Students in Science Subjects in Katsina State Secondary Schools

This study examines the influence of peer-to-peer digital tutoring on the learning outcomes of secondary school students in science subjects in Katsina State, North West Nigeria. Peer tutoring mediated through digital communication platforms represents a low-cost, socially embedded instructional supplement that has gained traction in under-resourced contexts. A quasi-experimental design was employed, involving 140 Senior Secondary School One students in physics and chemistry from two schools in Katsina metropolis. The experimental group engaged in structured peer tutoring sessions via WhatsApp groups over six weeks, with facilitator monitoring, while the control group received only conventional classroom instruction. Science achievement tests were administered before and after the intervention. Analysis of covariance results indicate that students in the experimental group demonstrated significantly higher post-test scores in both physics and chemistry. Female students recorded comparable gains to male students, countering assumptions about gender disparities in peer digital engagement. The study recommends formalisation of digital peer tutoring structures within secondary schools in Katsina State, with teacher oversight to maintain academic accuracy and prevent the spread of misinformation through informal channels. Keywords: peer tutoring, digital learning, science subjects, secondary school, Katsina State