Abstract`
The study investigated the effect of peer tutoring on social adjustment and reading comprehension achievement of pupils with hearing impairment. The area of the study was Enugu state. The study adopted a pre-test post-test quasi experimental research design. The population of the study comprised 30 pupils with hearing impairment. There was no sampling because the population size was small and manageable. Two instruments were used-modified adapted Social Adjustment Scale (SAS) with reliability coefficient of 0.88 and Reading Comprehension Achievement Test (RCAT) constructed by the researcher from the pupils’ text with reliability coefficient of 0.91. After the experiment, the experimental group were taught using peer tutoring teaching strategy while the control group were taught with conventional teaching method. Six research questions and six hypotheses guided the study. Mean and standard deviation were used to answer the formulated research questions while analysis of covariance (ANCOVA) was used to test the formulated hypotheses at 0.05 level of significance. Major findings of the study includes; peer tutoring teaching strategy significantly increased social adjustment of pupils with hearing impairment, gender did not significantly influence social adjustment of pupils with hearing impairment, the interaction effect of teaching strategies and gender on pupils with hearing impairments social adjustment was not significant, peer tutoring teaching strategy significantly enhanced pupils with hearing impairments reading comprehension compared to conventional method, there was no significant difference in the mean reading comprehension scores of male and female pupils with hearing impairment and that the interaction effect of teaching strategies and gender on pupils with hearing impairments reading comprehension was not significant. Based on the findings, the study discussed the implications, made some useful recommendations and suggestions for further studies.
