Comparative Effectiveness of Mastery Learning and Expository Approaches in the Teaching of English Language in Nigerian Secondary Schools
- January 14, 2020
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue XII, December 2019 | ISSN 2454–6186
Nnenna Nmaji-Uba1, Prof. Mkpa Agu Mkpa2, Prof. Rock Eze3
1International Secondary School, Abia State University Uturu, Nigeria
2,3Faculty of Education, Abia State University, Uturu, Nigeria
Abstract: – This study which adopted the quasi-experimental research design sought to determine if secondary school students taught some units of English language using the Mastery Learning Strategy (MLS) would perform significantly better than their counterparts taught the same lessons using the expository instructional approach. Three research questions and three hypotheses were formulated to guide the study. Data were collected using a 25-item pretest, and a 25-item post-test which also served as a retention test and had a reliability index of 0.85 by Pearson Product Moment Correlation Coefficient Statistic. The Subjects were 140 senior Secondary students purposively drawn from a population of 1257 in the Local Government Area of Study. The 4 teachers received orientation two, each on the use of MLS and the expository methods as embodied in the lesson plans developed and validated for the study. After the 4 week of experimental treatment data were collected on the achievement test while the data for retention were collected 3 weeks later.
For the research questions, means and standard deviations were used to analyze the data while Analysis of Covariance was used to analyze the data on the hypotheses. The study revealed that the experimental group taught using MLS performed significantly beer than the control group both in achievement and retention. The female students scored higher than the males in the experimental group. The implications of the study were highlighted.
Keywords: Mastery Learning Strategy, Expository Method, Academic Performance.
I. INTRODUCTION
Mastery learning Strategy (MLS) refers to a category of instructional methods which establish a level of achievement that all students must master before moving on to the next unit. The focus is on the role of feedback in learning (Kaheem,2008). It is a set of groups-based or individualized teaching and learning strategies anchored on the premise that students will achieve a high level of understanding in a given domain if they are given enough time (Block, 2009). It utilizes differentiated and individualized instruction, progress monitoring formative assessment and most importantly, feedback corrective procedure and instructional alignment to minimize achievement gaps (Dembele 2005).
