Effects of mastery learning strategy on students’ self-esteem and academic achievement in secondary school chemistry
Wisdom J Owo, Gift A Ogologo
In this study, the effect of mastery learning strategy on secondary school students’ self-esteem and academic achievement in chemistry was investigated. Two mixed public senior secondary schools in Obio/Akpor Local Government Area of Rivers State were purposively selected. 100 senior secondary two- SS2 students (50 from each school) who participated in the study were randomly apportioned into mastery learning strategy (MLS) group and direct instruction (DI) group. A mixed research design involving quasi experimental design and survey design was used for this study. The quasi experimental design involved the administration of a pretest and posttest to both the MLS and DI groups while the survey design was used to assess the students’ level of self–esteem. While the MLS group was taught electrolysis based on mastery learning model, the DI group was taught the same topic using the conventional teaching method tagged direct instruction. Students’ self-esteem assessment scale (r=0.79), Chemistry Achievement test i.e. CAT-2 (r=0.75) were used to generate data. Using t-test to test the stated hypotheses at p=0.05 significant level, results showed that mastery learning strategy increases students’ self-esteem and academic achievement in secondary school chemistry. Mastery learning strategy was therefore recommended as an effective instructional strategy to be used by science teachers in the teaching of science subjects especially chemistry in our secondary schools.