MASTERY LEARNING APPROACH (MLA): ITS EFFECTS ON THE STUDENTS MATHEMATICS ACADEMIC ACHIEVEMENT

Tukur Madu Yemi

Abstract


This study inquired on the effect of Mastery learning Approach (MLA) in enhancing the academic achievement of mathematics. Eighty first-year senior secondary schools (SS 1) students were used as subjects of the study. Mastery learning approach was used in the treatment group (N=40) while the traditional teaching method was employed for the control group (N=40). This investigation utilized the quasi-experimental design. The results of the study showed the students who were exposed to mastery learning had enriched academic achievement in mathematics. Apparently, results on the posttest mean scores of the students revealed that there is a significant effect on the academic achievement of the experimental group in which the MLA had been introduced. As such, students exposed to MLA performed better than students who were taught in the traditional teaching method. Moreover, results exemplify that there is a significant relationship between the students’ attitudes toward mathematics and their academic achievement in mathematics.

 

Article visualizations:

Hit counter

DOI

Keywords


mastery learning approach, traditional method, academic achievement, senior secondary school

Full Text:

PDF

References


Amiruddin, M. H., & Zainudin, F. L. (2015). The Effects of a Mastery Learning Strategy on Knowledge Acquisition among Aboriginal Students: An Experimental Approach. International Journal of Vocational Education and Training Research, 1(2), 22-26.

Ary, D., Jacobs, L.C., & Razavieh, A. (1985). Introduction to Research in Education: Saunders College USA.

Barr, D., & Wessel, L. (2018). Rethinking course structure: increased participation and persistence in introductory post-secondary mathematics courses. Fields Mathematics Education Journal, 3(1), 3.

Best, J.W., & Kahn, (1998). Research in education. Allyn & Bacon.

Block, J.H., & Anderson, L.W. (1975). Mastery learning in classroom instruction. New York: Macmillan.

Bloom, B. S. (1968). Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers, and Reprints, Number 1. Evaluation comment, 1(2), n2.

Bruce, J. & Weil, (1990). Models of Teaching. New Delhi: Jay Print, Pack Private Limited.

Bruce, J. R., Marsha, W., & Emily, C. (2015). Models of Teaching: Boston Columbus. New York.

Burden, P. R., & Byrd, D. M. (2007). Methods for effective teaching: Promoting K-12 student understanding. Allyn & Bacon.

Burke, J. (2000). Educational Research Quantitative and Qualitative Approaches. Allyn & Bacon: Boston London.

Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.

Damavandi, M. E., & Kashani, Z. S. (2010). Effect of mastery learning method on performance, the attitude of the weak students in chemistry. Procedia-Social and Behavioral Sciences, 5, 1574-1579.

Filgona, J., Filgona, J., & Linus, K. S. (2017). Mastery Learning Strategy and Learning Retention: Effects on Senior Secondary School Students’ Achievement in Physical Geography in Ganye Educational Zone, Nigeria. Asian Research Journal of Arts & Social Sciences: 2(3): 1-14.

Hussain, I., & Suleman, Q. (2016). Effect of Bloom’s mastery learning approach on students’ academic achievement in English at the secondary level. Journal of Literature, Languages, and Linguistics, 23, 35-43

Kazu, I. Y., Kazu, H., & Ozdemir, O. (2005). The effects of mastery learning model on the success of the students who attended" usage of basic information technologies" course. Educational Technology & Society, 8(4), 233-243.

Kulik, C. L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). The effectiveness of mastery learning programs: A meta-analysis. Review of educational research, 60(2), 265-299.

McCane, B., Ott, C., Meek, N., & Robins, A. (2017, January). Mastery Learning in Introductory Programming. In Proceedings of the Nineteenth Australasian Computing Education Conference (pp. 1-10). ACM.

Mehar, R., & Rana, A. (2012). The effectiveness of Bloom’s Mastery Learning Model on Achievement in Economics with respect to Attitude towards Economics. Journal of All India Association for Educational Research Vol, 24(1).

Mevarech, Z. R. (1991). Learning mathematics in different mastery environments. The Journal of Educational Research, 84(4), 225-232.

Ministry of Education, Gombe State, Nigeria

Ozden, M. (2008). Improving science and technology education achievement using mastery learning model. World Applied Sciences Journal: 5 (1), 62-67.

Sadeghi, A., & Sadeghi, A. (2012). The relevance of Mastery Learning (ML) in Teaching of English (Case Study of the University of Guilan, Iran). Creative Education, 3(01), 41.

Shafie, N., Shahdan, T. N. T., & Liew, M. S. (2010). Mastery Learning Assessment Model (MLAM) in teaching and learning mathematics. Procedia-Social and Behavioral Sciences, 8, 294-298.

Slavin, R.E & Karweit, N.L. (1984). Mastery learning and students teams: A factorial experiment in urban General Mathematics Classes. American Educational Research Journal Winter 1984, Vol. 21, No. 4, Pp. 725-73

WAEC (2011 - 2015). Mathematics past Exam Papers.

Wambugu, P. W., & Changeiywo, J. M. (2008). Effects of mastery learning approach on secondary school students’ physics achievement. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), 293-302.




DOI: http://dx.doi.org/10.46827/ejae.v0i0.1584

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).