Mastery Learning Approach versus Constructivist-Based Learning Approach on Senior Secondary School Students’ Academic Achievement in Biology

Abstract

This study as a comparative study, investigated the impact of two learning approaches, mastery learning approach and constructivist-based learning approach on senior secondary school students’ academic achievement in biology. The population of the study comprised of the 2016/2017 academic session of the senior secondary school biology students of Hallmark Academy Secondary School, Omoku, Rivers State. An intact class of 58 students in two streams (A/B) made up the sample size. Stream A had twenty eight (28) students who were taught using Mastery learning Approach, while stream B had thirty (30) students who were taught using Constructivist-Based Learning Approach. The instrument was a post 20-item test with a reliability coefficient of 0.66 gotten using test re-test, which was administered to the two groups. T-test statistics was the analytical tool used in testing the two hypotheses of this study. The study revealed that students taught using Mastery learning approach had higher academic achievements than those taught using constructivist-based learning approach. Consequently, it is recommended that Mastery Learning Approach should be encouraged in schools for mastery of subject contents and improved students’ achievement in science subjects especially in biology.

Keywords: Academic Achievement, Constructivist-Based, Learning Approach, Mastery

Article Review Status: Published

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