Effect of Mastery Learning Strategy on Male And Female Students’ Academic Achievement In Basic Technology In Edo State, Nigeria
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 6
Abstract
Unsatisfactory gender differences in science based subjects and the need to enhance their academic achievement prompted this study. It focused on the effect of mastery learning strategy on academic achievement of Male and Female students’ in Basic Technology (BTE). The study has five purposes, five research questions guided the study and four null hypotheses formulated were tested at 0.05 level of significance. Quasi-Experimental design was adopted. The population was 3,170 (1,675 male & 1,495 female) JSS II students. A sample size of 78 (43 male, 35 female) JSS11 students from two selected schools participated in this study. Simple random sampling technique was used to select which of the schools will be experimental or control group. A 50-item multiple choice Basic Technology Achievement Test (BTEAT) was used. The instrument was face and content validated before administration. Test – retest method was used to establish the reliability of the instrument. Pearson product moment correlation coefficient was used to correlate the two results and a reliability index of 0.85 was obtained. Both the experimental and control groups received pre-test and posttest. Data collected were analyzed with descriptive and inferential statistics (mean, mean difference, ttest and Analysis of Covariance (ANCOVA). It was found out that female students taught BTE with MLS performed relatively higher in their post-test academic achievement than the male students. Furthermore, there was a not significant interaction effect between gender and instructional strategy (MLS), on students’ academic achievement in BTE. However, the findings revealed that both male and female taught with MLS performed significantly higher in there posttest academic achievement in BTE than those taught with Direct Instruction Strategy (DIS). Based on the findings, it was concluded that MLS is an effective instructional strategy that significantly enhances gender academic achievement in BTE. Therefore, the use of MLS is recommended, for curbing gender disparity in academic achievement in science based subjects.
Authors and Affiliations
Dr. Iserameiya, Florence Ejodamen
Keywords
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- EP ID EP419211
- DOI 10.9790/0837-2306027481.
- Views 58
- Downloads 0
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