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The effect of mastery learning strategy on students’ achievement and retention among senior secondary schools in Minna, Niger state

 Department: Education  
 By: usericon AdeleyeJoshua  

 Project ID: 6919
   Rating:  (5.0) votes: 1
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   Price:₦2000
Abstract
The study determined the effect of mastery learning strategy on students’ achievement and retention among senior secondary schools in Biology in Minna, Niger state. The study employed quasi-experimental design, specifically the pretest-posttest nonequivalent group design. Seventy-five (75) students from which comprised of males and females were selected from upper secondary school students. The Biology Achievement Test (BAT) was validated by experts. Four research questions were answered and four hypotheses were tested. The data were analyzed using mean, and standard deviation. The results revealed that students taught using the mastery learning strategy performed better than students taught using the conventional method male students did not perform better than their female counterparts in Biology, and students taught using the mastery learning strategy retained better than students taught using the conventional method. The mean scores were higher for student''s taught with mastery learning strategy compared to those taught without it with lower mean scores there was a significant difference in the achievement mean score of students taught using mastery learning strategy and for those taught without it there was no significant difference in the mean achievement scores of male and female students in Biology, there was a significant difference in the mean retention score of students taught using students mastery learning strategy and those taught without it there was no significant difference in the mean retention scores of male and female students in Biology. Based on the findings and implications, it was recommended amongst others that the teachers should be encouraged to utilize the Mastery learning strategy for teaching and learning....
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