A Meta-Analysis on Effects of Mastery Learning Strategy (MLS) on Academic Achievements of Learners

David Arhin and Winifred Bonsu Opoku
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David Arhin: Students-Department of Education & Psychology; Faculty of Educational Foundations; University of Cape Coast, Ghana
Winifred Bonsu Opoku: Students-Department of Education & Psychology; Faculty of Educational Foundations; University of Cape Coast, Ghana

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 7, 102-106

Abstract: The study sought to analyze previous studies on effects of MLS on academic achievements between 2008 and 2020 in connection to purposes, methodologies and findings/recommendations. At the initial stage, we access 13articles electronically for reading purpose yet selected seven for the purpose of meta-analysis. All the studies deployed quantitative method design specifically experimental design. The study revealed and concluded that, MLS has positive effects on learners’ academic achievements and that the empirical evidence from this study warrants a generalization without hesitation. It was also revealed and concluded that, large amount of studies on effects of MLS on academic achievements deployed experimental design. Finally, it was revealed and concluded that, majority of the researchers who have conducted studies into effects of MLS on academic achievements used self-developed tests which have their items validated by experts and also their reliability been estimated with cronbach alpha or test re-test methods. Based on the conclusions, we recommended that teachers and educationalists should embrace the use of MLS. Again, it was suggested to future researchers who deem to replicate a study on effects of MLS on academic achievements should deployed mixed method design in order to assess the qualitative aspect of the purpose of the studies under this meta-analysis. Finally, it was suggested to future researchers to validate their test items or either adopt or adapt test items used by scholars.

Date: 2020
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