The Convergence of Mastery Learning Approach and Self-Regulated Learning Strategy in Teaching Biology

Abstract

This study investigated the convergence of Bloom’s Mastery Learning Approach (MLA) and Bandura’s Social Cognitive Theory in Zimmerman’s Self-Regulated Learning (SRL) Strategy in increasing students’ academic performance in Biology. Fifty-two students in Biological Science enrolled in the second semester, SY 2007 – 2008, were used as subjects of the study. The Quasi-Experimental Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. After the execution of the lessons using the converging models of MLA and SRL Strategy, the students were given a post-test. It was found out that the students who were exposed to the converging teaching modalities developed better performance in Biology. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the converging models to the academic performance of the students in Biology. A highly significant effect on their academic performance and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

Keywords: Academic Performance, Bandura’s Social Cognitive Theory, Mastery Learning Approach, Self-Regulated Learning, Students’ Motivation in Science Learning