The Effect of Mastery Learning Strategy on Learning Retention of Secondary School Students in the Subject of Mathematics

Abstract

This study aimed to investigate the effect of Mastery Learning Strategy (MLS) on learning retention of secondary school students in the subject of Mathematics by comparing it with Conventional Teaching Method (CTM). The study was carried in Mardan district of Khyber Pakhtoonkhwa, Pakistan. The purpose of the study was to identify an instructional strategy that might effect on learning retention of students. The design of the study was quasi-experimental. Sample was selected through purposive and convenient sampling. The sample size was 90. Experimental group (N=45) was exposed to MLS and control group (N=45) was taught through CTM. Data was collected through pre-test, post tests and retention test. Data was analyzed through independent sample t-test. Significant difference was found in the learning retention of students in favor of experimental group. It was recommended that teacher may use MLS for teaching of mathematics at secondary school level.

Keywords: Mastery learning strategy, effect, short-term learning retention, long-term learning retention