A Meta-Analysis on Effects of Mastery Learning Strategy (MLS) on Academic Achievements of Learners

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VII, July 2020 | ISSN 2454–6186

A Meta-Analysis on Effects of Mastery Learning Strategy (MLS) on Academic Achievements of Learners

David Arhin^1*, Winifred Bonsu Opoku^2
1,2Students-Department of Education & Psychology; Faculty of Educational Foundations; University of Cape Coast, Ghana
*Corresponding author

Abstract: The study sought to analyze previous studies on effects of MLS on academic achievements between 2008 and 2020 in connection to purposes, methodologies and findings/recommendations. At the initial stage, we access 13articles electronically for reading purpose yet selected seven for the purpose of meta-analysis. All the studies deployed quantitative method design specifically experimental design. The study revealed and concluded that, MLS has positive effects on learners’ academic achievements and that the empirical evidence from this study warrants a generalization without hesitation. It was also revealed and concluded that, large amount of studies on effects of MLS on academic achievements deployed experimental design. Finally, it was revealed and concluded that, majority of the researchers who have conducted studies into effects of MLS on academic achievements used self-developed tests which have their items validated by experts and also their reliability been estimated with cronbach alpha or test re-test methods. Based on the conclusions, we recommended that teachers and educationalists should embrace the use of MLS. Again, it was suggested to future researchers who deem to replicate a study on effects of MLS on academic achievements should deployed mixed method design in order to assess the qualitative aspect of the purpose of the studies under this meta-analysis. Finally, it was suggested to future researchers to validate their test items or either adopt or adapt test items used by scholars.

Key words: meta-analysis, mastery learning strategy (MLS), academic achievement, experimental study.

I. INTRODUCTION

Hollebrands (2004) as cited in Yemi, HjAzid, & Md Ali (2018) avow s that, it is necessary for a teacher to adopt and adapt several methods to teaching and learning in order to stimulus the students’ understanding and it is paramount in the teaching of mathematics of which he recommended Mastery Learning Strategy (MLS). The strategy can be functional to all levels/ages and should be well-matched with collective teaching methods (Candler, 2010). Similarly, Candler posits that MLS as an instruction strategy gives to students, more than showing mastery of instructional content.
Bloom (1968) asserted that, MLS has been defined in many ways. Candler (2010) defines it as an instructional process that offers students with several probabilities to exhibit content mastery.

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