Effects of Mastery Learning Approach on Interest and Performance in Trigonometry among Senior Secondary School Students, Katsina State, Nigeria

Bilkisu Abubakar, william Anietimfon Effiom and Idris Musa Ibrahim
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Bilkisu Abubakar: Department of Mathematics, Federal College of Education, Katsina.
william Anietimfon Effiom: Department of Mathematics, Federal College of Education, Katsina.
Idris Musa Ibrahim: Department of Mathematics, Federal College of Education, Katsina.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 3666-3677

Abstract: The study investigated the effects of mastery learning approach on interest and performance in trigonometry. It employs quasi-experimental design using pretest, post-test and control groups. The population of the study consists of all SS2 students in Katsina state. Four research objectives, research questions and null -hypothesis were posed and tested in the study. Four education zones were purposively sampled and four secondary schools were randomly selected from the four education zones. Multi-staged sampling technique was employed. The instruments used for the study were Trigonometric Interest Scale (TIS) and Trigonometric Performance Test (TPT). TPT and TIS were validated by experts from the department of psychology/counseling and department of mathematics Federal College of Education, Katsina. The reliability of both TPT and TIS were 0.63 and 0.73 using Pearson Product Moment Correlation Coefficient (PPMCC) and Cronbach alpha coefficient respectively. The data were analyzed using mean, standard deviation, Independent t-test, Mann Whitney U-test and ANCOVA. The four Null –hypotheses were tested at .05 level of significance and the study revealed that there was a significant difference between the interest mean level of students taught trigonometric concepts (MRe=181.95; MRc=139.05; Z (319) = 4.152 ; p=.00 0.05) and girls (Mr = 82.5) and there was no significant difference between the learning mean performances of boys and girls taught trigonometric concepts using MLA (Mm =61.6; Mf =62.7; Sdm=9.6; Sdf=7.9; t(158)=0.74 and p=0.46>.05). By promoting an inclusive and supportive environment, MLA ensures that all students, regardless of gender, can achieve mastery and develop a sustained interest in mathematics. Adopting MLA can thus be a pivotal step towards improving educational outcomes and fostering a more equitable academic landscape. The study recommended that teachers should apply the Mastery Learning Approach (MLA) in classroom settings to stimulate students interest in mathematics. This method will help students thoroughly master the content of any given concept taught, leading to improved academic performance.

Date: 2024
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