Effects of Mastery Learning Strategy on Secondary School Students Performance in Mathematics

O. I. Oginni, A. S. Akinola, A. E. Fadiji and P. A. Amole
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O. I. Oginni: Ekiti State University, Nigeria
A. S. Akinola: Ekiti State Teaching Service Commission, Nigeria
A. E. Fadiji: Akure North Local Government Area, Nigeria
P. A. Amole: Ekiti State Primary Education Board, Nigeria

European Journal of Education and Pedagogy, 2021, vol. 2, issue 5, 59-63

Abstract: The paper examined the effects of Mastery Learning Strategy (MLS) on secondary school students’ performance in Mathematics. It investigated differences in the performance of Mathematics students in conventional and MLS groups. The study adopted a pretest, posttest and control group quasi-experimental research design. The population for the study comprises all secondary school students in Ekiti State. 60 students were the sample selected using the stratified sampling technique. Achievement Test in Mathematics (ATM) was the instrument used for the study. The validity of the instrument was ensured by experts in Mathematics education while the reliability coefficient of 0.83 was obtained, which adjudged the instrument suitable for the study. The findings of the study revealed that there is a significant difference in post-test mean scores of students taught using MLS and the Conventional method. Also, there is no significant difference in the post-test and retention mean scores of students taught using the MLS and Conventional method. There is no significant difference in the post-test mean scores of male and female students taught using MLS and Conventional method. Based on the findings of this study, it was recommended that the use of MLS should be encouraged in Mathematics teaching.

Keywords: Mastery learning strategy; mathematics ability; performance; retention (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:2:y:2021:i:5:id:30171

DOI: 10.24018/ejedu.2021.2.5.171

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