Effect of Mastery Learning on Senior Secondary School Students’

Cognitive Learning Outcome in Quantitative Chemistry

ISSN 2222-288X

Abstract
The cognitive learning outcome of Senior Secondary School chemistry
students has been poor over the years in Nigeria. Poor mathematical skills
and inefficient teaching methods have been identified as some of the major
reasons for this. Bloom’s theory of school learning and philosophy of mastery
learning assert that virtually all students are capable of attaining a high degree
of learning if given the appropriate, prior and concurrent conditions. This study
investigated the effect of mastery learning on senior secondary school
students’ cognitive learning outcome in quantitative chemistry. Quasi
experimental control group design was used for the study.Four Secondary
Schools were randomly selected and randomly assigned to experimental and
control groups. A total of four hundred and one (401) chemistry students were
used for the study. Data was collected using a 25-item chemistry achievement
test (CAT) drawn from stoichiometry and mole concept. The instrument was
pilot tested and Kuder Richardson formula 21 (KR21) was used to establish
the reliability coefficient (r = 0.7). Pretest was administered to both the
experimental and control groups to ascertain if the two groups were
comparable and have the same entry characteristics before the treatment. A
post-test was administered to both groups after two weeks of exposing the
experimental group to mastery learning and the control group to conventional
teaching method. Data were analyzed using independent sample t-test. The
mastery learning group had a higher mean score (x¯ = 78.2; s = 9.90) than
the control group (x¯ = 58.4; s = 16.07). The difference was highly significant
(t399 = 14.92; p = 0.00). About sixty nine percent (69%) of the students in the
mastery learning group scored 80% and above, a score attainable by only
17.5% of the students in the control group. Similarly, about half (50%) of the
students receiving conventional instruction scored between 40% and 49%
whereas less than 1% of the students in the mastery learning group were in
this group. The effect size was substantial (0.6). The researcher concluded
that mastery learning is a very effective method of teaching and better than
the conventional teaching method and recommended that chemistry teachers
should be encouraged to adopt it in order to enhance the cognitive learning
outcome of students in quantitative chemistry.

Mitee, T.L., & Obaitan, G. (2015). Effect of Mastery Learning on Senior

Secondary School Students’ Cognitive Learning Outcome in Quantitative
Chemistry. Journal of Education and Practice, Vol. 6(5). http://www.iiste.org/
Effect of Mastery Learning Approaches in Improving Students’ Learning
Outcomes at Elementary Level
ISSN 2710-3137

Abstract
The basic purpose of current work is to determine the effect of the
Mastery Learning Approaches(MLA) on improving students' academic
performance in science, as well as their effect on improvingstudents' learning
outcomes. These were conducted in order to determine the best methods
ofteaching for the improvement of students' science learning outcomes. The
non-equivalent post-test,pre-test experimental design was used in this study.
In Multan tehsil Saddar, 43 basic educationalelementary schools were chosen
using a simple random sampling technique. According to the study,MLA can
help improving students' learning outcomes in science. It is thus
recommended that theEducation Ministry should conduct trainings for science
teachers on how to effectively implementthese pioneering teaching tactics
during instruction so that students can be guided to learnmeaningfully and are
helped in remembering, what they have learned in science.Keywords:
Mastery learning, Learning outcomes

Aftab, M.J., Tasleem, S., & Ali, H.H. (2022). Effect of Mastery Learning
Approaches in Improving Students’ Learning Outcomes at Elementary Level.
Pakistan Journal of Social Research, Vol. 4(4), 692-700. www.pjsr.com.pk692
Learning Social Studies Through Mastery Approach
ISSN 2329-9843

Abstract
This study examined learning Social Studies by investigating the
effectiveness of mastery approach on students’ performance in Social Studies
of two groups of students drawn from Osun State College of Education, Ila-
Orangun and University of Uyo, Ila-Orangun Study Centre which consisted of
200 level Social Studies students and 200 level degree Social Studies
students. A unit of course peculiar to both NCE and Degree Students in Social
Studies was taught. SOS 221 titled; Issues and Problems of National
Development for NCE Students and SSE 225 titled; Issues and Problems of
Modern Society was broken down and presented sequentially to learners at
different levels; the difficulty of the learning task varied according to the level
of learners involved. In all 60 students, 30 from each level were involved. The
research design was the posttest only control group design, which allows
research to be conducted without any pretest. Results showed a clear-cut
conclusion on the effectiveness of mastery learning approach on students’
performance as students in the two categories performed better in Social
Studies compared with conventional approach to learning. This result was
found to be significant at the 0.05 level. Some deductions were made on the
results and the need for further research work is advocated.

Adeyemi B.A. (2018). Learning Social Studies Through Mastery Approach.

International Journal of Education Research and Reviews, Vol. 6(4), 001-004.
http://www.internationalscholarsjournals.org/
Effects of Mastery Learning Strategy on Secondary School Students
Performance in Mathematics
ISSN: 2736-4534

Abstract
The paper examined the effects of Mastery Learning Strategy (MLS) on
secondary school students’ performance in Mathematics. It investigated
differences in the performance of Mathematics students in conventional and
MLS groups. The study adopted a pretest, posttest and control group quasi-
experimental research design. The population for the study comprises all
secondary school students in Ekiti State. 60 students were the sample
selected using the stratified sampling technique. Achievement Test in
Mathematics (ATM) was the instrument used for the study. The validity of the
instrument was ensured by experts in Mathematics education while the
reliability coefficient of 0.83 was obtained, which adjudged the instrument
suitable for the study. The findings of the study revealed that there is a
significant difference in post-test mean scores of students taught using MLS
and the Conventional method. Also, there is no significant difference in the
post-test and retention mean scores of students taught using the MLS and
Conventional method. There is no significant difference in the post-test mean
scores of male and female students taught using MLS and Conventional
method. Based on the findings of this study, it was recommended that the use
of MLS should be encouraged in Mathematics teaching.

Oginni, O. I., Akinola, A. S., Fadiji, A. E., & Amole, P.A. (2021). Effects of
Mastery Learning Strategy on Secondary School Students Performance in
Mathematics. European Journal of Education and Pedagogy. www.ej-edu.org
Effect Of Online Mastery Learning Strategy On Achievement In English
In Relation To Cognitive Ability
ISSN 2277-8616

Abstract
The present study investigates the effect of online mastery learning
strategy on achievement in English in relation to cognitive ability. The sample
consisted of 120 students of 9th class from two private schools of Aligarh
District in Uttar Pradesh affiliated to Central Board of Secondary Education,
New Delhi. The study covered two independent variables viz. instructional
strategies, cognitive ability. The variable of instructional strategies was
studied at two levels, namely online mastery learning strategy and
conventional method of teaching. The variable of cognitive ability was studied
at three levels, namely high, average and low cognitive ability. The dependent
variable was the performance gain which was calculated as the difference in
post-test and pre-test scores. A pre-test was conducted on achievement in
English. The experimental group was taught through10 lesson plan based on
online mastery learning strategy and the control group was taught through
conventional method by the investigators. The post-test was conducted. The
descriptive statistics techniques such as Mean, and Standard Deviation were
used in the analysis of data. The F-ratio and t-test were employed to find
significance of difference between means related to different groups and
variables. The data was analyzed using 2×3 Analysis of Variance and
following conclusions were drawn: (i) The achievement of group taught
through online mastery learning strategy is much higher than that of
conventional method of teaching. (ii) The performance of high cognitive ability
groups was higher than that of average and low cognitive ability groups. (iii)
There was significant interaction effect between online mastery learning
strategies and cognitive ability on achievement in English.

Mehar, R., & Kanwar, S. (2019). Effect Of Online Mastery Learning Strategy
On Achievement In English In Relation To Cognitive Ability. International
Journal of Scientific & Technology Research Vol. 8(8). http://www.ijstr.org/
Effects of Mastery Learning Approach on Students’ Achievement in
Physics
ISSN 2229-5518

Abstract
This study investigated the effect of Mastery Learning Approach (MLA) on
students’ achievement in Physics. Using stratified random sampling, a total of
160 Senior Secondary school II Physics students from four selected Senior
Secondary Schools in Bariga and Somolu Local Government Areas of Lagos
State was used for the study. Two research questions and hypotheses were
formulated and tested respectively. The study was a non-randomized pre-test
post-test control group design .Students in the experimental groups was
exposed to MLA teaching method while those in the control groups were
exposed to the Conventional Teaching Method (CTM). The instruments used
in the study were Physics Achievement Test (PAT) to measure students'
achievement and a questionnaire on 4- point scale was used to measure their
attitudes towards Physics. The instrument were pilot tested;r value for
PAT=0.7 using split half method and r=0.83 for questionnaire using Cronbach
Alpha. T-test, Pearson Correlation and Analysis of Variance (ANOVA) were
used in analyzing the data. The result showed that students exposed to MLA
performed better than those taught using CTM. Also students with positive
attitudes towards Physics performed better than those with negative attitudes
towards Physics. Consequently, it is recommended that MLA should be
encouraged in schools for improved students’ achievement and positive
attitude towards physics.

Adeyemo, S., & Babajide,V. (2014). Effects of Mastery Learning Approach on

Students’ Achievement in Physics. International Journal of Scientific &
Engineering Research, Vol. 5(2). https://www.ijser.org/paper/Effects-of-
Mastery-Learning-Approach-on-Students.html
Supporting Mastery Learning Through a Multiple-Submission Policy for
Assignments in a Purely Online Programming Class
ISSN 2189-1036

Abstract
The Learning Edge Momentum (LEM) theory suggests that once
students fall behind, it gets more difficult to catch up with the course material.
It then becomes increasingly more difficult to connect new, higher-level
concepts to those solid edges of knowledge with mastery of basic concepts.
Learning for Mastery (LFM) acknowledges that students learn at different
paces by allowing students unable to master tests the first time to catch up
eventually. This paper describes how an online introductory Python
programming course offered to business students followed a multiple-
submission policy for assignments to support LFM. The multiple submission
policy contributed to the students’ mastery by encouraging individual practice
and experimentation while also increasing the students’ comfort level and
confidence. The research attempts to find relationships between taking
advantage of the multiple-submit policy and results of summative
assessments. Qualitative data on students’ self-reported progress per week is
cross-referenced with quantitative data from the results of a regression
analysis performed on LMS logs related to students’ engagement with course
material. Performance on summative assessments is used as the regression’s
dependent variable, and engagement with formative assessments in terms of
the number of attempts and performance per attempt is used as the
explanatory variable.

Ilagan J., Amurao M., & Ilagan J. (2022). Supporting mastery learning through
a multiple-submission policy for assignments in a purely online programming
class. The IAFOR International Conference on Education – Hawaii 2022
Official Conference Proceedings. https://doi.org/10.22492/