GASPRO International Journal of Eminent Scholars

ABSTRACT

The study was carried out to examine the effect of mastery learning on secondary school students’ academic performance in Economics in Akwa Ibom South Senatorial District, Nigeria. Quasi-experimental research design using a non-randomised pretest and posttest control group was used. Population of the study consisted of all the 26,598 Senior Secondary Two (SS 2) students in the 72 public secondary schools in the Senatorial District. Sample consisted of 197 SS 2 students selected from four intact classes in two public co-educational secondary schools in the study area. Purposive sampling technique was used for the selection. Economics Performance Test (EPT) was used for data collection. Content and face validation methods were used for validating this instrument. A reliability coefficient of 0.80 was obtained for the instrument using internal consistency method.Mean and standard deviation were used for answering research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. The result of the analysis revealed that there is significant difference in academic performance of students in Economics taught using mastery learning and those taught using expository method. The result also revealed no significant differencein academic performance of students in Economics taught using mastery learning and those taught using expository method based on gender. It was concluded that mastery learning do enhance secondary school students’ academic performance in Economics in Akwa Ibom South Senatorial District. It was recommended that teachers should strive to use mastery learning strategy in teaching Economics concepts as this will help to concretize learning and hence facilitate academic achievement of students

KEYWORDS:            Mastery Learning Instructional Strategy, Expository Teaching Method, Students Academic Performance and Economics