EFFECT OF MASTERY LEARNING INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND RETENTION OF CHEMISTRY CONCEPTS

Gladys Uzezi Jack

EFFECT OF MASTERY LEARNING INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND RETENTION OF CHEMISTRY CONCEPTS

Gladys Uzezi Jack

Abstract

This study investigated the effect of Mastery Learning Instructional Strategy (MLIS) on secondary school students’ achievement and retention of Chemistry concepts. Quasi-experimental design was used for the study.The sample used for the study was 187 (89 Males and 98 Females)students’ of 2017/2018 session from two secondary schools in Jalingo educational zone in Taraba State were selected through stratified random sampling.Students in the experimental group were exposed to MLIS teaching method while the control used theLecture-demonstration method. Chemistry Achievement Test (CAT) was instrument used for data collection. The data collected were analyzed using means, standard deviations, t-test and Analysis of Covariance (ANCOVA). The result showed that students exposed to MLIS achieved significantly better than those taught usingLecture-demonstration method, hence MLIS improved students’ achievement and retention of Chemistry concepts. The result also showed that there was no significant difference between the mean achievement scores of high, moderate and low ability students regarding MLIS; there was also no significant difference between the mean achievement scores of male and female students in chemistry. Based on the findings, it wasrecommended amongst others that MLIS should be encouraged in schools since it’s improved students’ achievement and retention; and very effective in influencing students of different abilities to achieve higher learning in chemistry; and also a gender difference does not exist.

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