Effect of Mastery Learning Approach on Secondary School Students Achievement in Chemistry in Rivers State Nigeria

Abstract

The study examined the effect of mastery learning on secondary school achievement in chemistry. It adopted  a quasi experimental design. A fifty (50) item multiple choice option of chemistry Achievement test constructed from chemical strometer, mole concept, electrolysis, acid, base and salt) was used for the collection of protest posttest scores. A 2x2x2 factorial design was used. The analysis of covariance ANCOVA was used in testing significance and validity of different variables used in the hypothesis. The Statistical Package for the Social Sciences (SPSDS) was used for data analysis, to enhance accuracy of the result obtained. The resu1ts show that the mean difference in academic achievement between the two teaching approaches was in favour of the experimental group was very minimal   (F_(1.157=83,378, p=0.000), It also indicates that the mean difference in achievement between the male and female between the urban and rural students of the experimental group is very minimal (F_{(l, 77}=1.233, p=2.70). It revered that the mean difference in achievement between the male and the female urban students of the experimental group was very minimal (F_{(I, 37}=.871, p=357). It indicates that the mean difference in academic achievement between the male and the female rural students of the experimental group is very minimal F1, = 1.667, _P = .205). The experimental group (mastery learning) performed significantly better than the control group (conventional teaching method); government should motivate teachers by ensuring good conditions of service, considering that mastery learning strategy demand absolute dedication on the part of teachers, the schools should allow more flexibility in the time assigned to teach a unit of subject in order to attain mastery.

Key Words: Mastery Learning, Conventional Teaching Method, Academic, Achievement School Location, Gender.