This study examined the effect of peer tutoring and cooperative learning instructional strategies on mathematics achievement of students with learning disabilities in Oyo State, Nigeria. The study adopted a pre-test, post-test control group quasi experimental design with 3x2x2 factorial matrix, sampling one hundred and fifty six (156) students with learning disabilities in Mathematics selected through random sampling with the use of the Pupil Rating Scale, Mathematics Tests (A and B) for JSS1 Students, Extroversion and Introversion Scale, and Checklist for School Environment. Participants were exposed to eight weeks of instruction in mathematics, using the three instructional strategies and a control group. Analysis of Covariance (ANCOVA) was used to analyze the three hypotheses generated at 0.05 level of significance, with the results showing a significant effect on participants’ achievement scores in mathematics (F (2,143) = 32.497; P < 0.05). This implies that there is a significant difference in mathematics achievement of participants exposed to peer tutoring, cooperative learning, and the control group. Further analysis revealed that students exposed to cooperative learning instructional strategy performed better than students exposed to peer tutoring and the control. Also, results indicated that both personality and school environment did not have significant main effects on mathematics achievement of students with learning disabilities. Based on these findings, it was recommended that teachers of students with learning disabilities should incorporate the use of peer tutoring and cooperative learning in teaching Mathematics to students with learning disabilities.


Key Words:  p


eer tutoring, cooperative learning, learning disabilities, personality types, school environment

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