Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/14871
Title: The Effects of Mastery Learning Strategy on Students Achievements in the Subject of Mathematics At Secondary level
Authors: Toheed, Lubna
Keywords: Social Sciences
Education
Issue Date: 2020
Publisher: University of Peshawar, Peshawar.
Abstract: The present study was designed to investigate the effects of Mastery Learning Strategy on students’ achievements in the subject of Mathematics at secondary school level. The objectives of the study were to examine the effects of Mastery Learning Strategy on students’ achievements, learning retention, achievement gapes, and attitude toward the subject of Mathematics. The research study was conducted in district Mardan of province Khyber Pakhtoonkhwa (KP), Pakistan. The following null hypotheses were tested: 1) There is no significant difference in the achievement of students taught through Mastery Learning Strategy and taught through Conventional Teaching Method. 2) There is no significant difference in the retention of students taught through Mastery Learning Strategy and taught through Conventional Teaching Method. 3) There is no significant difference in the Mastery Learning Strategy and Conventional Teaching Method to reduce achievement gap among the students. 4) There is no significant difference in the academic achievement of the students of urban and rural areas taught through Mastery Learning Strategy. 5) There is no significant difference in the attitude of students towards the subject of Mathematic taught through Mastery Learning Strategy and taught through Conventional Teaching Method. The study was experimental in nature. The design of the study was quasi-experimental. Pre-test post-test nonequivalent control group design was employed. Sample was selected through purposive and convenient sampling techniques. Two sections of grade 9th from GGHS NO.1 Mardan and two sections of grade 9th from GGHSS Shehbaz Garhi Mardan were the participants for this study. The sample size was 214, divided into four groups. Two groups, one from each school, were treated as experimental groups and two as control groups. Two teachers, one from each school, were selected to teach both groups in separate periods daily in their respective schools. The experimental groups were exposed to Mastery Learning Strategy and control groups were taught through Conventional Teaching Method. Teachers were trained for both approaches. Two chapters of algebra from grade 9th Mathematics were selected for teaching. Experimental period was two months and twenty days. The tools used for data collection were pre-test, two post-tests, retention test and Attitude Toward Mathematics Inventory (ATMI). Pre-test were administered before experiment; post-test-1 was administered at the completion of first unit; post-test-2 was administered at the completion of experimental period, ATMI was administered before and after experimental period, and retention test was administered after two months of the experiment completion. The collected data was analyzed through SPSS version 18. The independent samples t-test was performed on achievement scores of pre-test, post-tests, and retention test; and paired samples t-test was performed on the data received by ATMI. Degree of freedom, mean, standard deviation, t-value and p-value were obtained. Significant difference between the mean achievement scores of the experimental and control groups was tested at 0.05 level. The results showed better performance of the students of experimental groups than control groups. The results obtained from ATMI showed a positive change in the attitude of experimental group towards learning mathematics. The study recommends that Mastery Learning Strategy may be used at higher secondary level for teaching of mathematics. This strategy may be applied in other subjects in different culture and may also be used at elementary level for concept development. Keeping Mastery Learning philosophy as base, curriculum and teacher training programmes may also be improved.
Gov't Doc #: 20208
URI: http://prr.hec.gov.pk/jspui/handle/123456789/14871
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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