Effects of Computer Based Mastery Learning Approach on Students’ Motivation to Learn Biology

Abstract

This study investigated the effects of using Computer Based Mastery Learning (CBML) approach on secondary school students’ Motivation to learn biology. A Solomon’s Four Group design Non-equivalent Control Group research design was used in which four co-educational secondary schools were purposively sampled in Bomet District. The four schools were randomly assigned to four groups. Students in all the groups were taught the same biology content. Teachers in the experimental groups taught using CBML approach while teachers in the control groups taught using the conventional methods. The study focused on respiration topic and involved a sample of 167 Form Two students. After two weeks of teaching, all four groups were post-tested using Students’ Motivation Questionnaire (SMQ) whose reliability co-efficient was 0.79. Data were analysed using ANOVA, t-test and ANCOVA. Results indicate that students taught using CBML approach had significantly higher scores in SMQ than those taught using conventional approaches. In addition, the study established that there is no gender difference in motivation when CBML is used. The researchers conclude that CBML is an effective teaching approach which should be incorporated in the teaching of Biology.

Keywords: Computer Based Mastery Learning, Student’s Motivation, Learning Biology.