The study investigated effects of peer tutoring instructional strategy on performance in reading comprehension among secondary school students in Bayelsa State, Nigeria. The study was guided by two objectives, with corresponding research questions and hypotheses, respectively. The study adopted pre- test post- test quasi- experimental research design. The population for this study comprised of 19, 282 senior secondary school class two (SS2) students during the 2023/2024 academic session in Bayelsa State. A simple random sampling and stratified random sampling techniques were used to select size of 100 students from the target population. The instrument used for data collection was Reading Comprehension Performance Test (RCPT) which was used to determine the academic performance of the students. In establishing the reliability of the instrument, kuder Richarson (K-R 21) formula was employed and a reliability coefficient of 0.72 was obtained. A pre- test of Reading Comprehension Performance Test (RCPT) was given to all the students before the treatment. Thereafter, the experimental group was subjected to treatment. Data analysis was subjected to Mean Scores, Standard Deviation and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings revealed that peer tutoring learning technique is more effective than discussion method. Based on the findings, it was recommended that teachers at all levels should be conversant with the new learning techniques. This will enable them to vary their mode of presenting their lessons to the students. Keywords: English Language, Peer Tutoring, Reading Comprehension, Teaching Technique and Discussion Method.