EFFECT OF MASTERING LEARNING APPROACH ON SENIOR SECONDARY SCHOOL STUDENTS`ACHIEVEMENT AND MOTIVATION IN CHEMISTRY IN CHANCHAGA LOCAL GOVERNMENT AREA OF NIGER STATE

Abstract

The research work investigating impact of mastering learning approach on senior secondary school students achievement in chemistry in chanchaga local Government Area of Niger state. Three research questions were raised to guide the study while three null hypotheses were tested 0.05 levels of significant. Quasi experimental research design was use and the population of the study was 5,170 SS2 chemistry students from all the secondary school in chanchaga local government area of Niger State. The sample of the study was 160 SS2Chemistry Students was captured from the inter classes of co-educational public school in chanchaga local government area of Niger state, four schools were randomly assigned as two experimental group and the other control group, the experimental group has a total number of 75 students were taught chemistry concept with mastering learning approach while the control group has a total number of 85 chemistry student were taught chemistry without the use of Mastering Learning Approach, the instrument use for data collection was students motivation questionnaire (SMQ) and Chemistry Achievement Test (CAT)). The chemistry achievement test which compromises of 15 multiple choice questions with four option and one right answer, two senior lecturers in science education validated the content of the instruments, Cronbach’s Alpha techniques was used to administer 30 questions to 30 students for the pilot study, after the first treatment, chemistry achievement test was administer to the students under supervision of the chemistry teachers and also student motivation questionnaire was administer , the questionnaire was collected, the data collected were analyzed using statistical package for social science (SPSS) for imputing the data for descriptive statistics frequency table bar graph and mean standard deviation and T-test. The findings reveal that there is a significant difference between the experimental and control group, there is no significant difference in the achievement scores of male and female students taught Chemistry concepts using mastery approach. it is recommended that School management and administrators should improve instructional approach used in teaching and learning chemistry for example the 21st century learning students centred approaches to chemistry teachers to use in chemistry lessons, Chemistry teachers should be enlightened on the importance of utilizing mastery learning approach in teaching chemistry.