Dr. Sunmola Kadiri Adegoke & Dr James Oladipupo Folorunso
AN INVESTIGATION INTO THE EFFECTIVENESS OF THE MASTERY LEARNING STRATEGY IN TEACHING THE PROPORTION CONCEPT IN NIGERIAN SCHOOLS
The effectiveness of the Mastery Learning approach in enhancing the teaching and learning
of the proportion concept in the schools was investigated. A pretest-posttest control group
design was used for the study. The subjects for the study were four Hundred and twenty
Junior Secondary I (JSSI) students were drawn from six randomly selected schools in Ilesa area of Osun State. The experimental group was taught the proportion concepts using Bloom's
Model of the Mastery Learning Technique, while the control group was taught using the
non-mastery traditional method. The main instrument used in data collection was a 30-item
multiple choice objective test called the Proportion Skill Test. The reliability coefficient of the instrument was calculated to be 0.74 using the Kuder-Richadson formula 21. A t-test Analysis of the post-test scores revealed that the mastery learning group performed significantly better than the non-mastery learning group in the competency test in proportion concept both at the lower and higher levels of cognition. Based on these findings, useful recommendations were made for improving mathematics and science teaching in schools.
Dr. Sunmola Kadiri Adegoke & Dr James Oladipupo Folorunso
AN INVESTIGATION INTO THE EFFECTIVENESS OF THE MASTERY LEARNING STRATEGY IN TEACHING THE PROPORTION CONCEPT IN NIGERIAN SCHOOLS
The effectiveness of the Mastery Learning approach in enhancing the teaching and learning of the proportion concept in the schools was investigated. A pretest-posttest control group design was used for the study. The subjects for the study were four Hundred and twenty Junior Secondary I (JSSI) students were drawn from six randomly selected schools in Ilesa area of Osun State. The experimental group was taught the proportion concepts using Bloom's Model of the Mastery Learning Technique, while the control group was taught using the non-mastery traditional method. The main instrument used in data collection was a 30-item multiple choice objective test called the Proportion Skill Test. The reliability coefficient of the instrument was calculated to be 0.74 using the Kuder-Richadson formula 21. A t-test Analysis of the post-test scores revealed that the mastery learning group performed significantly better than the non-mastery learning group in the competency test in proportion concept both at the lower and higher levels of cognition. Based on these findings, useful recommendations were made for improving mathematics and science teaching in schools.