Effect of Bloom’s Mastery Learning Approach on Students’ Academic Achievement in English at Secondary Level

Abstract

Teaching method is the fundamental element of instructional process as fruitful and rewarding outcomes of instructional process depend upon effective teaching methods and that is why researchers from worldwide are trying to find out effective, successful and productive teaching methods at each level. The current study investigated the effect of Bloom’s mastery learning approach on 9^th grade students’ academic achievement and retention in English. A sample of forty students of 9^th grade randomly selected from Government Boys High School Khurram Karak was used. Due to experimental nature of the study, sample students were divided into two equal groups on the basis of pre-test scores. Pre-test post-test equivalent groups designed was used for data collection. Descriptive statistics i.e., mean, standard deviation and inferential statistics i.e., t-test were used for statistical analysis. After analyzing the data, it was come to light that Bloom’s mastery learning approach has a positive effect on students’ academic achievement and retention. Bloom’s mastery learning approach was found more effective, successful and useful in teaching of English as compared to traditional learning approach at secondary level. Based on findings, it was strongly recommended that Bloom’s mastery learning approach should be adopted by the teachers for enhancing students’ performance in subject of English at secondary level.

Keywords: Mastery Learning; Bloom’s Mastery Learning Approach; Secondary School Students; Academic Achievement; English