Mastery learning approach and biology students’ retention in secondary schools in Gokana local government area rivers state
Dr. OF Ndioho, Obioha Nkemjika Eliana
This study was designed to investigate the effect of mastery learning approach and Biology students’ retention in secondary schools in Gokana, L.G.A, Rivers State. This study was guided by two objectives, two research questions and two hypotheses. The research design for the study was the quasi experimental design, a population of 1556 SS1 Biology students was used and a sample size of 100 students was drawn from 2 secondary schools out of the 12 secondary schools in Gokana L.G.A, using simple random sampling technique. The instrument for the study was the Biology Retention Test (BRT). The consistency of the research instrument was carried out using K-R21 and a reliability coefficient of 0.85 was obtained. Data was analyzed using mean, standard deviation and ANCOVA. The findings of this study showed that mastery learning approach increased the retention ability of Biology students than active learning approach, it also showed that female students retained better than their male counterpart when taught with mastery learning approach. Based on the findings of this study it was recommended above other things that mastery learning approach should be used in teaching and learning of Biology to improve retention.