Mastery learning strategy and attitude towards chemistry among secondary school students in Rivers State
Jones Mercy, Dr. Dike JW
The study investigated the effect of mastery learning strategy on students’ students’ attitude towards chemistry in secondary schools in Rivers State, using the quasi-experimental study. Two research questions and one null hypothesis guided the study. Through random sampling, a sample size of 120 Senior Secondary Two (SS II) chemistry students was selected, which was subsequently split into experimental and control groups of 60 students each. The experimental group was taught by the mastery learning strategy while the control group was taught using the conventional instructional method. The research instruments were a 10-item observational checklist. The instruments were pilot tested and yielded a reliability coefficient of 0.81. Mean, frequency count and chi-square were used for data analyses. Results obtained showed that there was a significant difference between the students in the experimental group and those in the control group in their attitude towards chemistry. Also, student taught using mastery learning strategy had a significantly better attitude towards chemistry than those taught using the conventional method. Based on the results and in conformity with available research studies on MLS, it was concluded that MLS is an effective instructional method for improving students’ attitude and therefore teachers should be provided adequate time in their instruction in order to adopt mastering learning strategy.