STUDENTS ATTITUDE TO MASTERY LEARNING INSTRUCTIONAL APPROACH IN TEACHING MATHEMATICS ON THEIR ACHIEVEMENT IN MATHEMATICS IN OYO STATE, NIGERIA.

Prince Mensah Osiesi, Akomolafe Oluwayemisi Damilola

Abstract


This paper presents students’ attitude to mastery learning instructional approach implementation in improving their achievement in mathematics among senior secondary school students’ in Ibadan Metropolis. Mastery learning is an alternative method of teaching and learning that involves the student reaching a level of predetermined mastery on units of instruction before being allowed to progress to the next unit. The study adopted the action research type of the non experimental design. The study population consisted of senior secondary school students in private schools in the state. The multistage sampling technique was used to select the samples of the study which comprised of all SS 1 student’s in a private secondary school in the city (37 students).  Results of the study show that mastery learning strategy is effective in enhancing students’ learning outcomes in mathematics; students have a positive attitude towards the implementation of mastery learning strategy in teaching and learning mathematics; the gender of students do impact on their achievement in the subject. It is recommended therefore, that mathematics teachers should be encouraged to adopt mastery learning approach during instructions and that educational planners increase the numbers of periods allotted to mathematics teaching and learning in schools as this would foster students’ learning outcomes/mastery of the subject.


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