Effects of Mastery Learning Approach on Secondary School Students’ Physics Achievement

Abstract

This study aimed at finding out the effects of Mastery Learning Approach (MLA) on students' achievement in Physics. The study was Quasi-experimental and Solomon Four Non-equivalent Control Group Design was used. The target population comprised of secondary school students in Kieni East Division of Nyeri District. The accessible population was Form Two students in district coeducational schools in the division. Purposive sampling was used to obtain a sample of four coeducational secondary schools. Each school provided one Form Two class for the study hence a total of 161 students were involved. The students were taught the same Physics topic of Equilibrium and Centre of Gravity. In the experimental groups MLA teaching method was used while the Regular Teaching Method (RTM) was used in the control groups. The experimental groups were exposed to MLA for a period of three weeks. The researchers trained the teachers in the experimental groups on the technique of MLA before the treatment. Pretest was administered before treatment and a post-test after three weeks treatment. The instrument used in the study was Physics Achievement Test (PAT) to measure students' achievement. The instrument was pilot tested to ascertain the reliability. The reliability coefficient α was 0.76. Experts ascertained their validity before being used for data collection. Data was analysed using t-test, ANOVA and ANCOVA. Hypotheses were accepted or rejected at significant level of 0.05. The results of the study show that MLA teaching method resulted in higher achievement but gender had no significant influence on their achievement. The researchers concludes that MLA is an effective teaching method, which physics teachers should be encouraged to use and should be implemented in all teacher education programmes in Kenya.

The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach

“…These results are also in line with those of several previous studies [9,10,11,12,17,19,21], where MLS improved students' understanding of basic concepts in entrepreneurship education. In addition, several authors [13,14,15,16] agree that the use of a diversity of learning strategies in entrepreneurship education provide an encouraging environment and interesting, interactive, and effective learning climate for minority students.…”

“…The teachers of the two classes had almost equivalent in term of experience and same level of qualifications. In addition, a double-blind method was used whereby the teachers and students involved in this study were not informed of the experiment being conducted [20]. The independent variable was the method of instruction (MLS vs. TLA), while the dependent variable was the students' academic achievement.…”

“…Previous studies on the effects of learning strategies in entrepreneurship education have employed models and learning approaches such as Kolb's Model [13] problem-based learning [14], interactive learning [15], mentoring [16], experiential learning [13] active learning [14] and project-based learning [15], and in disciplines such as mathematics [17,19] and physics [9]. However, few or no such studies have considered entrepreneurship education.…”

The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

“…It can further be suggested that the science process skills emphasized in this study might have assisted the experimental groups to perform better in chemistry than the control groups. Studies carried out by Khan et al (2011);Opara (2011);Wambugu & Changeiywo (2008);Alexander (2001); Mao & Chang (1998) and Ertepinar & Geban (1996) showed that inquiry-based teaching approaches enhanced students' achievement in science subjects, which are in agreement with the findings of this study. Mandor (2002) and Ibe (2004) research findings were also in agreement with the findings of this study by indicating that active participation of the students in science lessons contributed to effective learning.…”

International studies in time perspective

“…The second is the Mastery for Learning Group-Based Approach which was presented in the Carroll learning model (1968;cited in Damavandi et al, 2010) and says that classroom learning is a timebased phenomenon and the longer time of learning lead to the higher rate of learning. This method in comparison with the traditional training, in the different science courses such as physics (Wambugu & Chageiywo, 2008), chemistry (Damavandi et al, 2010), mathematics (Shafi e, et al, 2010 has been more successful. The researches have shown that combination of these two methods have completed each other and have more effects on the academic achievements (Baker et al, 1989;Mevareach, 1986) and mental abilities (Krank & Moon, 2001).…”