GASPRO International Journal of Eminent Scholars

The study sought to ascertain the effect of ask peer tutoring technique and lecture method on academic performance of as regards banking and insurance. Two objectives, two research questions, and two hypotheses were drawn to guide the study. The research design was a quasi-experimental study using the pretest-posttest control group design. The population for the study will comprise 398 final-year commerce students in all seven state-owned colleges of education in the south-south zone of Nigeria. The study sample consisted of 230-year three commerce students (145 females and 85 males), and the stratified random sampling technique was used to select the four colleges from the seven (7) state-owned colleges of education in the South-South zone. The researcher-developed instrument of 60 multiple-choice Test: tagged Commerce Performance Test (CPT), was used for data collection. The reliability coefficient of the instrument was determined using test- retest method. It was then concluded from the study that the ASK Peer Tutoring Technique is more effective than the lecture method in improving the academic performance of students when taught banking and has a greater effect on their academic performance when taught insurance. It was therefore recommended that appropriate teaching strategies should be adopted by teachers in teaching the students in order to motivate students for higher performance. One of the teaching methods recommended here include ask peer method of teaching, which gives students the opportunity to make more discoveries at ease.