TUTORING ON SLOW- LEARNERS ACHIEVEMENT AND

Poor performance of students in mathematics subject has assumed a dangerous dimension. In light of this, mathematics educators need to seek suitable ways of tackling the current mass failure. It is now being recognized that there are better ways to learn mathematics than through the traditional method. Mathematics educators are beginning to show an increased awareness of the important of the way students learn. Many of our standard methods of conveying knowledge have been shown to be relatively ineffective in the slow learners ’ ability to master and then retain important concepts.To achieve this, the paper therefore examined the influence of laboratory activities and peer tutoring on slow-learners achievement and retention in senior secondary school trigonometry. Four research hypotheses were formulated to guide the study. Pre-test post-test quasi experimental design was used in the study. The population consisted of 84,573 senior secondary school students out of which 382 students were sampled. Results were analyzed using mean, standard deviation, t-test and ANOVA. From the findings, it was observed that slow learners ’ taught through laboratory activity and peer tutoring teaching strategy have equal retention scores and achieved better than those taught by traditional method. The study recommended among others that government shoul