Abstract

This study investigated the Effect of Peer Assisted Learning Strategy on Students Locus of Control
and Academic Achievement in Reading Comprehension in Okigwe Education Zone of Imo State,
Nigeria. The study was guided by two purposes, two research questions and two hypotheses were
tested at 0.05 level of significance. The design of the study was a quasi-experimental non-
equivalent pretest posttest research design involving one experimental and one control group. The
population of the study comprised 4694 Senior Secondary Two (SS2) students. The sample
consisted of 152 Senior Secondary Two (SS2) students drawn from four co-educational schools
with boarding houses in Okigwe Education Zone of Imo State. Two instruments used for the study
were "Reading Comprehension Achievement Test (RCAT) and Student Locus of Control Scale
(SLOCS). These were validated by experts and used for data collection. Mean and standard
deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at 0.05 level of significance. The findings of the study among
others showed that the treatment (Peer assisted learning strategy) had significant effect on
students' locus of control when learn treading comprehension using Peer assisted learning strategy
(PALS) than the conventional learning strategy. The treatment (Peer assisted learning strategy)
had significant effect on students' achievement in reading comprehension. Based on these
findings, conclusions were drawn and educational implications discussed. Among others, it was
recommended that students should be made to understand their uniqueness, this could be achieved
when an innovative learning strategy is used during classroom instruction. 2

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