Abstract

• The main purpose of this study was to investigate the effectiveness of peer tutoring method in teaching economics at the upper secondary level. The research design used in this study was a nonequivalent control group design, one of the quasi-experimental designs. In order to do this study, No. (1) Basic Education High School and No. (4) Basic Education High School from Meiktila Township were selected. The participants were (141) Grade Eleven students from the selected schools. Two classes were randomly selected and assigned to the control and experimental groups. Before the treatment, a pretest was administered to both groups. According to the pretest results, the two groups in school were equivalent. Then, the experimental group was exposed to peer tutoring method, while the control group was exposed to formal instruction for two weeks. After the treatment, both groups received a posttest. In order to test the research questions, the independent samples t test was used to analyze the differences between the two groups. The findings showed that the students who were taught by peer tutoring method was significantly higher in economics achievement than those who were not. This result proves that the use of peer tutoring method effects on student’s economics achievement at the upper secondary level.