Project – Teachers’ Perceptions of Peer-Assisted Learning for Pupils with Learning Difficulties: A Study of Selected Inclusive Primary Schools in Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Inclusive education has become an important approach to ensuring that all children, irrespective of their abilities, learning characteristics, or social circumstances, have meaningful opportunities to participate in quality education. The central principle of inclusion is that differences among learners should be accommodated within the ordinary education system rather than used as grounds for exclusion or segregation. The United Nations Educational, Scientific and Cultural Organization (UNESCO) identifies inclusion as fundamental to Sustainable Development Goal 4 and emphasizes that education systems should respond to learner diversity and remove barriers that prevent participation and achievement. In this context, inclusive primary education requires schools to provide teaching approaches that recognize differences in pupils’ learning pace, abilities and educational needs (UNESCO, 2020). The importance of this approach is particularly relevant for pupils with learning difficulties, who may require additional instructional support to participate effectively in ordinary classroom activities.

Learning difficulties generally refer to persistent challenges experienced by learners in acquiring or demonstrating skills such as reading, writing, spelling, reasoning, mathematics, attention or other academic tasks. Such difficulties do not necessarily imply low intellectual ability; rather, they may reflect differences in the processes through which children acquire and demonstrate academic skills. In inclusive classrooms, pupils with learning difficulties may therefore require differentiated instruction, repeated explanations, appropriate scaffolding and opportunities for active participation. Evidence from a meta-analysis of inclusive education indicates that pupils with general learning difficulties can experience positive cognitive outcomes when educated in inclusive rather than segregated settings, although the effects vary according to the nature of the educational provision and other contextual factors (Krämer et al., 2021). Similarly, systematic evidence concerning pupils with dyslexia indicates that inadequate understanding of learning difficulties and insufficient support can create barriers to successful participation in school (Nevill & Forsey, 2023). These findings underscore the importance of classroom strategies capable of providing additional support without separating pupils from their peers.

One instructional approach that can support participation in inclusive classrooms is peer-assisted learning. Peer-assisted learning involves pupils working with and supporting one another in structured learning activities, usually under the guidance and supervision of the teacher. It may involve reciprocal tutoring, peer tutoring, class-wide peer tutoring or other forms of peer-mediated instruction. The approach is based on the idea that pupils can contribute to one another’s learning when activities are carefully organized and appropriate roles are assigned. A systematic review of peer tutoring interventions for students with disabilities identified class-wide peer tutoring, reciprocal peer tutoring and peer-assisted learning strategies among approaches used to support learners with disabilities in educational settings (Talbott et al., 2017). More recent literature has also considered peer tutoring as a means of promoting inclusion, with evidence from a collaborative action research project involving primary schools showing how peer tutoring can be used to facilitate the participation of pupils with special educational needs and disabilities alongside their classmates (Fernández-Batanero et al., 2021). Thus, peer-assisted learning has potential relevance for classrooms where teachers must respond to differences in learning needs while maintaining the participation of all pupils.

The usefulness of peer-assisted learning, however, depends considerably on how teachers perceive, organize and supervise the strategy. Teachers are responsible for determining whether peer-assisted activities are appropriate for particular learning objectives, selecting or pairing pupils, explaining expectations, monitoring interactions and providing corrective feedback. Consequently, teachers’ perceptions may influence whether peer-assisted learning is adopted consistently or treated as an occasional classroom activity. A recent systematic review of inclusive education research found that positive teacher beliefs and supportive teaching practices are among the factors associated with successful inclusive experiences, while inappropriate learning support and unsupportive school cultures can create barriers to inclusion (Subban et al., 2022). Similarly, a meta-analysis of professional development for inclusive education found that teacher professional development can positively influence teachers’ knowledge, skills and beliefs concerning inclusive practice (Werner et al., 2024). These findings suggest that understanding teachers’ perceptions is important when examining the feasibility of peer-assisted learning in inclusive primary schools.

Teachers’ perceptions may include their beliefs about the usefulness, appropriateness, manageability and likely outcomes of peer-assisted learning for pupils with learning difficulties. Teachers may perceive the approach as beneficial because it can provide pupils with additional opportunities to practise academic tasks, receive immediate peer feedback and participate more actively in classroom activities. At the same time, teachers may have concerns about inaccurate information being transmitted between pupils, unequal participation, domination by more academically capable pupils, classroom management difficulties or additional planning demands. A study specifically examining primary school teachers’ perceptions of peer-assisted learning reported that teachers considered the approach useful for helping pupils understand difficult concepts and overcome learning challenges, while also identifying concerns such as misconceptions, unequal participation and dominant pupils. The study emphasized the importance of teacher supervision, structured implementation and professional development (Primary School Teachers’ Perceptions of Peer-Assisted Learning, 2025). These issues make teachers’ perceptions an important area of investigation rather than assuming that the existence of peer-assisted learning automatically guarantees effective inclusion.

The Nigerian educational context provides a particularly important setting for examining these issues. Nigeria has established policy commitments towards inclusive education and the provision of educational opportunities for persons with special educational needs. The National Policy on Inclusive Education emphasizes improving access and participation, creating positive learning experiences for all learners and strengthening teachers’ capacity to teach pupils with different learning needs. It also recognizes the importance of incorporating inclusive education principles into teacher-training programmes and building teachers’ capacity to respond to individual learner differences (Federal Ministry of Education, 2016). The National Policy on Special Needs Education similarly emphasizes inclusion, equal educational opportunities and the development of appropriate teaching strategies for learners with special needs (Federal Ministry of Education, 2015). More recently, Nigeria’s National Policy on Inclusive Education has acknowledged continuing gaps in mainstreaming, particularly at the primary-school level, thereby reinforcing the need to examine practical classroom approaches that can support inclusion (Federal Ministry of Education, 2024).

Lagos State provides an important context for examining teachers’ perceptions because of its large and diverse primary-school population and the increasing relevance of inclusive education within mainstream schools. Evidence from research specifically conducted among primary-school teachers in Lagos State indicates that teachers’ attitudes towards the inclusion of children with special educational needs and/or disabilities have been an under-researched area. Olosudo and Farrow (2021), in a study involving 120 primary teachers in Lagos State, found that many teachers expressed negative attitudes towards inclusion and identified teachers’ level of understanding of inclusive educational practices as an important factor associated with their attitudes. Such findings make it necessary to examine specific instructional practices rather than discussing inclusive education only at a general level. Peer-assisted learning may offer one practical means through which teachers can facilitate interaction and academic support among pupils, but its implementation is likely to depend on teachers’ understanding, confidence and perceptions of the strategy. Therefore, investigating teachers’ perceptions of peer-assisted learning for pupils with learning difficulties in selected inclusive primary schools in Lagos State is important for understanding how such an approach may be received and implemented within the local school environment.

1.2 Statement of the Problem

The development of inclusive education has created an expectation that pupils with different learning needs should participate meaningfully in ordinary classroom environments. However, inclusion involves more than placing pupils with learning difficulties in mainstream classrooms. Pupils must also receive appropriate instructional support that enables them to participate in classroom activities and make meaningful educational progress. UNESCO (2020) emphasizes that inclusion requires education systems to address barriers to participation and learning rather than merely providing physical access to school. Evidence from research on pupils with learning difficulties also indicates that inadequate understanding of specific learning needs and insufficient support can limit their educational experiences (Nevill & Forsey, 2023). Consequently, the presence of pupils with learning difficulties in inclusive primary classrooms creates a need for instructional approaches that can provide additional academic and social support within the ordinary classroom.

One potential response to this challenge is peer-assisted learning, yet the effectiveness of the approach cannot be separated from the teacher’s role in planning and implementation. Poorly structured peer-assisted activities may result in unequal participation, the transmission of incorrect information, domination by particular pupils or limited attention to the learning needs of the pupils being supported. Conversely, carefully structured peer tutoring can provide opportunities for interaction and participation among pupils with and without special educational needs. Research involving primary schools has demonstrated the potential of peer tutoring to support the inclusion of pupils with special educational needs, including pupils with moderate learning difficulties, dyslexia and other needs (Fernández-Batanero et al., 2021). Nevertheless, teachers must understand the purpose and procedures of the approach if it is to be integrated meaningfully into classroom instruction.

A further problem concerns the perceptions and preparedness of teachers who are expected to implement inclusive teaching practices. Although national policy in Nigeria recognizes the importance of teacher capacity development for inclusive education, implementation challenges remain. The Federal Ministry of Education (2024) acknowledges gaps in the mainstreaming of learners at the primary-school level, while Babajide and Smith (2022) identify teachers as key actors in the implementation of changes within the Nigerian primary-school system and report challenges associated with implementing systemic educational reforms. In Lagos State specifically, Olosudo and Farrow (2021) found that teachers’ understanding of inclusive educational practices was associated with their attitudes towards inclusion. These findings raise questions about whether teachers in selected inclusive primary schools understand peer-assisted learning, whether they perceive it as useful for pupils with learning difficulties, and whether they consider themselves adequately prepared to use it.

Despite the growing international literature on inclusive education and peer-supported learning, there remains a need for context-specific evidence concerning teachers’ perceptions of peer-assisted learning for pupils with learning difficulties in Nigerian primary schools. Much of the established evidence on peer tutoring and inclusive practices has emerged from educational systems outside Nigeria, while Nigerian studies have often examined inclusive education, teacher attitudes or broader challenges rather than the specific use of peer-assisted learning for pupils with learning difficulties. This creates a contextual gap in knowledge, particularly at the primary-school level in Lagos State. The present study therefore seeks to examine teachers’ perceptions of peer-assisted learning for pupils with learning difficulties in selected inclusive primary schools in Lagos State, focusing on perceived usefulness, perceived benefits, perceived challenges and teachers’ preparedness to implement the strategy.

1.3 Aim of the Study

The main aim of this study is to examine teachers’ perceptions of peer-assisted learning for pupils with learning difficulties in selected inclusive primary schools in Lagos State.

1.4 Objectives of the Study

The specific objectives are to:

1. examine teachers’ perceptions of the usefulness of peer-assisted learning for pupils with learning difficulties in selected inclusive primary schools in Lagos State;
2. assess teachers’ perceptions of the academic and social benefits of peer-assisted learning for pupils with learning difficulties;
3. identify the challenges teachers perceive in implementing peer-assisted learning for pupils with learning difficulties; and
4. determine teachers’ perceived level of preparedness to implement peer-assisted learning in inclusive primary-school classrooms.

1.5 Research Questions

The following research questions will guide the study:

1. What are teachers’ perceptions of the usefulness of peer-assisted learning for pupils with learning difficulties in selected inclusive primary schools in Lagos State?
2. What are teachers’ perceptions of the academic and social benefits of peer-assisted learning for pupils with learning difficulties?
3. What challenges do teachers perceive in implementing peer-assisted learning for pupils with learning difficulties?
4. What is the perceived level of teachers’ preparedness to implement peer-assisted learning in inclusive primary-school classrooms?

1.6 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no significant relationship between teachers’ perceptions of peer-assisted learning and their perceived preparedness to implement peer-assisted learning for pupils with learning difficulties in selected inclusive primary schools in Lagos State.

1.7 Significance of the Study

The study will be significant to teachers because it will provide information about the possible usefulness and practical challenges of peer-assisted learning for pupils with learning difficulties. The findings may help teachers reflect on how structured peer interaction can complement conventional teaching approaches in inclusive classrooms.

The study will also be useful to pupils with learning difficulties. When appropriately implemented, peer-assisted learning may create additional opportunities for pupils to practise skills, receive explanations from classmates and participate more actively in classroom activities. The study will provide evidence that may contribute to the development of classroom practices that are responsive to diverse learning needs.

School administrators may benefit from the findings by gaining a clearer understanding of the conditions that teachers consider necessary for implementing peer-assisted learning. Such information may guide decisions concerning teacher support, classroom organization, instructional resources and professional development.

The study may also be relevant to education policymakers and special/inclusive education authorities. The Federal Ministry of Education’s inclusive education policy places emphasis on strengthening teacher capacity and adapting education to learners’ individual needs (Federal Ministry of Education, 2016). Findings from this study may therefore contribute contextual evidence for strengthening teacher-development initiatives and inclusive classroom practices.

Teacher-training institutions may find the findings useful in considering how peer-assisted learning, differentiated instruction and other collaborative approaches can be incorporated into pre-service and in-service teacher education. This is consistent with the emphasis placed on inclusive education competencies within Nigeria’s policy framework.

Finally, the study will contribute to the academic literature on inclusive primary education in Nigeria. It will provide context-specific information on teachers’ perceptions of peer-assisted learning, thereby helping researchers identify areas requiring further empirical investigation, particularly in relation to learning difficulties, teacher preparedness and classroom-level implementation.

1.8 Scope of the Study

The study focuses on teachers’ perceptions of peer-assisted learning for pupils with learning difficulties in selected inclusive primary schools in Lagos State.

The study will be restricted to selected inclusive primary schools in Lagos State and will involve teachers who have experience teaching pupils in inclusive classroom settings. The study will focus specifically on four major areas: teachers’ perceptions of the usefulness of peer-assisted learning; perceived academic and social benefits of the approach; challenges associated with its implementation; and teachers’ perceived preparedness to implement peer-assisted learning.

The study will not attempt to diagnose pupils with learning difficulties or determine the clinical causes of their difficulties. It will also not experimentally test the academic effectiveness of a particular peer-assisted learning programme. Rather, the study is concerned with teachers’ perceptions and reported preparedness regarding the approach.

1.9 Operational Definition of Terms

Teachers’ Perceptions: The views, beliefs, opinions and judgments held by teachers concerning the usefulness, benefits, challenges and practicality of peer-assisted learning for pupils with learning difficulties.

Peer-Assisted Learning: A structured instructional approach in which pupils work with and support one another in learning activities under the guidance, monitoring and supervision of the classroom teacher.

Pupils with Learning Difficulties: Primary-school pupils who experience persistent difficulties in acquiring or demonstrating particular academic skills, such as reading, writing, spelling, numeracy or other learning-related tasks, and who require additional educational support.

Inclusive Primary School: A primary school in which pupils with diverse abilities and educational needs learn together within the mainstream classroom, with appropriate adjustments and support.

Teacher Preparedness: The extent to which teachers perceive themselves as having the knowledge, skills, confidence, resources and ability required to organize and supervise peer-assisted learning activities for pupils with learning difficulties.

Academic Benefits: Improvements or perceived improvements in pupils’ learning-related experiences, such as participation, understanding of concepts, practice opportunities, academic engagement and acquisition of basic skills.

Social Benefits: Perceived improvements in pupils’ interaction, cooperation, peer acceptance, communication, participation and sense of belonging within the classroom.

Implementation Challenges: Difficulties that teachers may encounter when using peer-assisted learning, including inadequate training, limited instructional time, classroom-management concerns, inappropriate peer pairing, unequal participation and inadequate resources.

1.10 Organisation of the Study

The study will be organized into five chapters. Chapter One presents the introduction, background to the study, statement of the problem, aim and objectives, research questions, research hypothesis, significance, scope and operational definitions of terms. Chapter Two will review relevant literature and theoretical and empirical studies related to inclusive education, learning difficulties, peer-assisted learning, teachers’ perceptions and teacher preparedness. Chapter Three will describe the research methodology, including the research design, population, sample and sampling technique, research instrument, validity and reliability, method of data collection and method of data analysis. Chapter Four will present and analyse the data collected from respondents and test the research hypothesis. Chapter Five will provide the summary of findings, conclusion, recommendations and suggestions for further studies.

Project – Teachers’ Perceptions of Peer-Assisted Learning for Pupils with Learning Difficulties: A Study of Selected Inclusive Primary Schools in Lagos State