EFFECT OF MASTERY LEARNING STRATEGY ON SENIOR SECONDARY TWO STUDENTS’ ACHIEVEMENT IN GENETICS IN JOS NORTH, PLATEAU STATE, NIGERIA

Abstract

This study investigated the effect of Mastery Learning Strategy (MLS) on senior secondary two students’ achievement in Genetics in Jos North, Plateau State, Nigeria. The study adopted the Quasi-Experimental Non-randomized Pre-test Post-test Control Group Design. The population was of 1,052 SSII students. Simple random sampling technique was used to select the sample of 57 SII biology students from two co-educational schools. Two research questions and two null hypotheses guided the study. The instrument for data collection was Genetics Achievement Formative Test (GAFT). The GAFT was validated by experts and pilot tested; with reliability index of 0.95 established using Kuder-Richardson-KR-21. Data were analyzed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed significant difference between the achievement mean scores of students taught using mastery learning strategy and  those taught using the lecture method;  (F(1,54) =58.40, p < 0.05). There was no significant difference between the achievement mean scores of male and female students taught Genetics  using mastery learning strategy (F(1,24) =.177, p < 0.05). Based on the findings, it was concluded that mastery learning strategy has significantly improved the achievement of students in Genetics. It was recommended that Biology teachers should always adopt Mastery Learning Strategy in teaching and always ensure gender friendly classroom for improvement of students’ achievement in Genetics /biology.