Improving Mathematics Achievement of Junior Secondary School Students Using Mastery Learning Instructional Strategy

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Year:
2016
Type of Publication:
Article
Keywords:
Mastery Learning Instructional Strategy, Students Achievement in Mathematics, Achievement Motivation, Mathematics-Anxiety, Junior Secondary School
Authors:
Adebola S. IFAMUYIWA; Iyabode E. ROSANWO
Journal:
IJISM
Volume:
4
Number:
2
Pages:
58-65
Month:
March
ISSN:
2347-9051
Abstract:
In an effort to assist students to achieve mastery of Mathematics contents for scientific and technological advancement, this study investigated the effect of Mastery Learning Instructional Strategy (MLIS) on Junior Secondary School Students’ achievement in Mathematics. The interaction effects of achievement-motivation and mathematics-anxiety were also examined. The design was pre-test, post-test, control group quasi-experiment involving 2 x 2 x 2 factorial matrix. Purposive sampling technique was used to select four Junior Secondary Schools (JSS) in Ijebu North-East Local Government Area of Ogun State. A total of one hundred and forty four (144) JSS students participated in the study. The instruments used include Mathematics Achievement Test (r = 0.87), Motivation towards Learning Mathematics Questionnaire (r = 0.89) and Mathematics Anxiety Rating Scale (r = 0.88). The four hypotheses formulated were tested using the analysis of covariance and its’ multiple classification analysis, using pre-test scores as covariates. Results showed that using the MLIS resulted in higher achievement in Mathematics than the conventional method. There was significant main effect of mathematics-anxiety on the students’ achievement scores in favour of the students with low mathematics-anxiety. It was thus recommended that the teachers of Mathematics should learn and use the MLIS in teaching the subject especially at the Junior Secondary School level.

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