n Journal of Emerging Trends in Educational Research and Policy Studies - Enhancing mathematics achievement of secondary school students using mastery learning approach

Volume 4, Issue 6
  • ISSN : 2141-6990
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The perennial problem of poor performance of students in Mathematics has remained a matter of great concern to all. Despite the introduction and implementation of different teaching methods/strategies suggested by researchers, the achievements of students in mathematics have persistently been poor, hence the need to explore different instructional approaches. The purpose of this study therefore is to investigate the effect of Mastery Learning Approach on Secondary School students' achievement in mathematics. The design of the study is quasi-experimental, utilizing pretest post-test non-equivalent group. A sample of 150 SS1 students was drawn from three (3) Secondary Schools in Umuahia Education Zone of Abia State. Two experimental groups namely Mastery Learning and Collaborative Mastery Learning and a Control Group were each constituted in the three Schools. Data were collected using Mathematics Achievement Test validated by experts and found to have a reliability index of 0.87. Results of data analyses done using mean, standard deviation and ANCOVA indicate that Mastery Learning Approach enhances students' achievement in Mathematics. Results also show that Mastery Learning Approach bridges the gap between students with high and low abilities in Mathematics. However, no significant difference was found in the mean achievements of students in the two experimental groups. The researcher concludes that mastery learning approach to instruction is capable of enhancing mathematics achievement of both high and low ability students. This finding no doubt will inform the teacher of the need to accommodate individual differences in learners, tailor instruction to individual needs of the learners and wait patiently to insure mastery. By so doing, students will be motivated to learn. The paper recommends that Mathematics teachers should be encouraged to integrate Mastery Learning Approach in their instructions, and that curriculum planners should include a variety of teaching strategies that will accommodate both fast and slow learners in the curriculum.

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