Tutoring Teaching Strategy and Academic Outcome of Economics and History Students in Selected Colleges of Education in North Central Nigeria

Abstract

 Economics and history are subjects considered by many students as the most difficult in arts and social sciences. While economics remained a teaching subject in schools and colleges, history almost went into academic oblivion. The two subjects have a lot in common aside their perceived difficult nature. There is a course in history known as economic history while there is a course in economics known as History of Economic Thought. At NCE level, there is the combination of economics and history. The reintroduction of history subject into the basic education curriculum has however heightened calls for a renewed approach to the teaching of history. It is against this backdrop that this research work sets out
to examine the impact of peer-group tutoring teaching strategy on the academic outcome of students of both history and economics in colleges of education. While the peer-tutoring remains a strategy, play-way method, project method, question and answer technique and field trip form the tactics. This research is expected to be an epoch making contribution to the field of teaching and learning in general as the peer-group tutoring teaching strategy could be adopted for other subjects besides history and economics