Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics

Abstract

This study investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students' academic performance in Physics and also determined their effect in enhancing students' retention of Physics. These were with a view to ascertaining the best teaching method for improving students' learning outcomes in Physics. The study adopted the non-equivalent pre-test, post-test control group experimental design. Simple random sampling technique was used to select three co-educational secondary schools in Ikere Local Government Area of Ekiti State in Nigeria. The sample for the study was 74 senior secondary school one (SSS1) Physics students from the three selected secondary schools. Three intact classes were used for the study. The instrument used for data collection was "Physics Achievement and Retention Test" (PART). Data collected were analyzed using t-test and analysis of variance (ANOVA). The results showed that there was a significant effect of treatment on the academic performance of students taught with MLA, MMA and conventional method with students taught using MMA showing the best academic performance, followed by MLA and then Conventional. Also, no significant effect of treatment was found in the retention ability of students taught with MLA and MMA with students from both methods having nearly the same mean score. The study concludes that both MLA and MMA could improve students' learning outcomes in Physics; however, MMA could improve students' learning outcomes better. It therefore recommends that ministry of education should organize training for science teachers especially Physics teachers on how best they can adopt these innovative teaching strategies during instruction so that learners would be guided to learn meaningfully and be assisted to retain what is learnt in Physics.

Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis

“…This finding is similar to that of Bot and Eze (2016) who found that students taught using CM performed better than those taught using a cooperative learning strategy. Similarly, this finding is in line with the earlier finding of Blessing and Olufunke (2015), which showed that students made to learn using CM strategy were better achievers than their counterparts exposed to the mastery learning approach.…”

“…The study findings also showed that students exposed to CM strategy have higher retention capacity than those taught with CML instructional strategy. This finding does not agree with Blessing and Olufunke (2015) whose study found no significant effect of treatment on the retention ability of students taught physics with mastery learning and mind-mapping strategies. Hence, the superiority of CM group over CML group could be as a result of the organization of the concepts in concept map construction.…”

Aktivitas Belajar Siswa pada Pembelajaran Model Discovery-Inquiry Berbantuan Mind Mapping di SD

“…Kegiatan yang sangat kompleks melibatkan siswa aktif melakukan pengumpulan data dan membuat mind mapping tidak hanya meningkatkan aktivitas, namun juga pemahaman dan daya ingat siswa. Mencatat dengan menggunakan peta pikiran dapat membuat siswa mudah mengingat dan memahami materi dengan cepat dan luas (Omolara Blessing, 2015). Sejalan dengan pendapat sebelumnya, model pembelajaran yang menyatukan discovery-inquiry berbantuan mind mapping juga membuat siswa memiliki struktur kognitif yang luas dan mampu melihat masalah dari berbagai sudut pandang (Dhindsa, Makarimi-Kasim, & Anderson, 2011).…”

The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students’ Academic Achievement: An Experimental Study

“…According to Arredondo & Block (1990), when well implemented separately, both mastery learning and thinking skills programs appear to improve student learning. Although a great deal has been written about how mastery learning and other strategies might be used together extensively to produce positive learning outcomes (Blessing& Olufunke, 2015;Hevedanlı et al, 2002;Krank & Moon, 2001;Laney et al, 1996;Mevarech 1985;Özder 1996;Slavin 1983), there is the apparent lack of combining mastery learning with reflective thinking activities in the literature review.…”