Influence of Peer Learning on Academic Achievement of Secondary School Students in Plateau State

This study investigates the influence of peer learning on the academic achievement of senior secondary school students in Plateau State, North Central Nigeria. Peer-assisted learning strategies have gained increased attention globally as cost-effective tools for improving student outcomes, yet their application in Nigerian secondary schools remains inconsistent and under-researched. The study adopts a quasi-experimental design, involving 240 Senior Secondary School Two students drawn from four schools in Jos North Local Government Area. Students were assigned to peer learning and conventional teaching groups. Pre-test and post-test scores in Biology were used as the primary outcome measure, with data analysed using analysis of covariance. Vygotsky's Zone of Proximal Development provides the theoretical grounding. The study examines whether structured peer learning groups outperform traditionally taught counterparts and whether gender moderates achievement outcomes. Preliminary literature suggests that students in collaborative learning settings demonstrate better conceptual understanding and retention. The study further explores teacher attitudes toward integrating peer learning into classroom practice. Recommendations will be directed at the Plateau State Secondary Education Board and teacher training institutions on scaling peer learning models across subjects and school levels. Findings are expected to contribute to the evidence base for active learning pedagogies in North Central Nigeria and inform revisions to teacher education course content on student-centred instructional approaches. Keywords: peer learning, academic achievement, secondary school, Plateau State, collaborative learning