GASPRO International Journal of Eminent Scholars

                                                                                      ABSTRACT

The study investigated the effects of mastery and action learning strategies on students’ achievement in chemical equilibrium in Uyo Senatorial District of Akwa Ibom State. Three research questions and three hypotheses guided the study. The study adopted a quasi-=-experimental design in a nonrandomized pretest, posttest setting. The study comprised 206 SS2 chemistry students in public coeducational secondary schools in the study area selected using multi-stage sampling technique. Instrument for gathering data of the study was Achievement Test on Chemical Equilibrium that measured students’ achievement with a reliability index of .86. The data obtained were analyzed using mean, standard deviation and analysis of Covariance (ANCOVA). The result showed that students taught using mastery learning strategy had the best achievement. Students taught using action learning and those taught using expository teaching strategy had comparable achievement. Gender and school location had no significant influence on students’ achievement. Consequently, it was recommended, among others, that chemistry teachers should adopt mastery learning strategy in teaching chemistry.

KEYWORDS: Mastery learning, Action learning, Academic Achievement, Chemistry.