Volume 5, Issue 5, May – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Effects of Mastery Learning Strategy on Pupils’

Mathematics Achievement in Asante
Akim North District
David Arhin
Faculty - Educational Foundations: Department - Education and Psychology
University of Cape Coast, Ghana
Status: Student

Abstract:- The purpose of this study was to explore the formulae but not on conceptual understanding (construct
effects of mastery learning strategy on pupil’s attainment) as well as their solicitation which tend to
mathematics achievement in Asante Akim North promote the attainment of learning objectives. Sood also
District. In the study, I used a quasi-experimental pre- avowed that, teaching and learning of mathematics in
test post-test, non-equivalent control group design. The schools has become categorized instead of flexibility. Sood
respondents in the study were JHS pupils. The target further stressed that, in order to emanate over such weird
population was 160 pupils from 2 JHSs. However, 24 and condition, an enormous amount of instructional tactics and
30 pupils were purposively sampled and randomly policies have been established and time-tested out by
assigned into experimental and control groups instructors and teachers. Among the horde of such
respectively. The instrument used for the study was instructional tactics and policies used in the classrooms till
MATs with r-index = .75. Data to answer research date of which each asserted to be adept of executing certain
questions were analyzed using descriptive statistics functions or utilities, although no tactic or policy can vaunt
(means, standard deviations, min. and max. scores). The of being the finest and proficient of reaching all the
findings of the study revealed that, MLS has positive instructive outcomes in education (Sood, 2013). Out of such
effects on pupils’ mathematics achievement. Again, instructional tactics and policies, the foremost instructional
pupils who are taught with MLS differ in terms of schemes have been established under the preface of Mastery
ability and that pupils with high ability excel more Learning Strategy (MLS). Mastery learning has been
than pupils with low ability. It was recommended in the defined in several ways. Mastery Learning Strategy is
study base on the findings that, NaCCA through MoE defined as “strategy that aid each pupil to attain mastery
should adjust the curriculum and ensure to plan when he is able to give at least 80 percent correct response
instruction with MLS. Again, GES should provide on a formative or summative test that has been constructed
TLRs to support teaching and learning with MLS. on the basis of instructional objectives with respect to that
Lastly, mathematics teachers should embrace MLS in unit which each pupil is expected to achieve” (Varughese,
their instructions in order assist pupils gain mastery in 2002).
content to aid achievement of learning objectives which
in a long term will play vital role in the development of Wambugu & Changeiywo (2008) argued that, either
the nation. pupil who fails the summative test may obtain auxiliary or
extra teaching till all pupils finally attain maxim
Keywords:- Mastery Learning Strategy, Pupil’s understanding or the teacher resolves to move to the
Mathematics Achievement, Enrichment, Remediation. subsequent unit pending majority of the class masters the
taught content or unit. Mayanchi, Anya, & Kainuwa (2017)
I. INTRODUCTION also reported in their study that, there was an improvement
in the experimental groups who were treated by MLS as
Globally, education has been allotted a crucial part in compare to the control group. Their result was in agreement
stimulating quality in every domain of existence. Intellectual with the findings that asserted that, mastery learning use in
development of an individual is one of the key goals of schools for delivery have shown constructive cognitive
education. However, the low academic achievement of learning effects on pupils (Aderemi, 2006, Akinsola, 2007).
pupils has appeared as a foremost hindrance in reaching the Similarly, Ogba (2000), Abadom (2002), Majidat (2002),
goal of scholarly improvement of pedants. This perhaps can Adeyemi (2007), Patricia & Johnson (2008) and Ogan
be ascribed mostly to lack of prominence on abstract (2012) in their independent research studies have supported
learning and the act of embracing on rote memorization by the same findings with common assertion that, mastery
key educational players in various schools. Sood (2013) learning strategy is vital and play crucial role in the teaching
asserted that, in disciplines like mathematics, which is and learning of mathematics. Numerous studies have also
completely established on scientific and logical shown that good instructional tactics are adept of refining
computations, key players in its instruction laid emphasis the attainment of pupils in mathematics and other related-
basically on remembering the concepts/theories and subjects (Ihendinihu, 2013). According to WAEC (2010),

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Volume 5, Issue 5, May – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
the current results show that the conservative teaching tactic II. LITERATURE REVIEW
is incomplete in meeting the essentials of majority of pupils.
WAEC further stresses that, the current practice of  The Achievement Motivation Theory
unconsciously application the similar procedures to dull, The study is supported by achievement motivation
average as well as the bright learners could be accountable theory that was put forward by Atkinson, McClelland, Clark
for considerable ineffectiveness of instruction specified in & Lowell in 1953. Singh (2011) defined motivation as effort
schools. to attain set goals and targets as well as a practice to
maintain the effort. As indicated by McClelland et al., the
Henceforth, it has been established that an innovative achievement motivation theory attempts to account for the
proposal for change is what is imperative now; as well as a determinants of the direction, magnitude and persistence of
significant subdivision from existing practice and a behaviour in a partial but very significant province of human
rerouting of system of education in a nation (Sood, 2013), of activities. Considering the second objective of the study
which mastery learning strategy is an option. Sood defined which seeks to examine the mathematics achievement of
mastery learning strategy as “an instructional strategy is upper and lower grouped pupils who have been exposed to
based on the principle that all the pupils can learn a set of mastery learning strategy, the achievement motivation
reasonable objectives with appropriate instruction and theory would be imperative to the study because, as pupils
sufficient time to learn and that the additional time for aim at passing their mathematics examinations and
learning is prescribed for those requiring remediation”. improving their academic achievement, there is an effort of
Also, he asserted that mastery learning is an instructional motivation which determines their direction, magnitude and
tactic that is based on theory of behavioural learning (Sood, persistence of behavior towards the learning of mathematics.
2013). Behaviourists consider that, learning is swayed by
the skills that pupils are showing to inside the atmosphere  Concept of Mastery Learning Strategy
(Piaget, 1956). From this, it can be inferred that, mastery The concept of mastery-learning strategy was
learning is explicitly essential in mathematics. Mathematical presented in school in America in 1920's. The strategy was
concepts can be perceived to have hierarchically planned in revived in the form of automated instruction in the late
such a way that failure to learn required skills there is a 1950's in an effort to offer students with instructional
possible inhibit to pupils’ later learning skills. In resources that would permit them to learn at their own pace
mathematics, concepts are inter-related and inter-woven and and receive persistent and prompt response on their level of
any pupil who fails to master the pre-requisite of a particular mastery (Sood, 2013). During the 1960's Benjamin Bloom
theme may not be able to master it. In support of this, formulate the act of learning for mastery, of which attention
Overmayer (2010) stated that, the challenge of covering the and philosophy of new Mastery learning strategy focused.
complete mathematics curriculum while obliging the He believed that by using the tactic practically, all learners
requests of struggling pupils would create a virtual appalling could learn excellently and truly master content and concept
condition. WACE (2018) reported that, fewer than 40% of (Bloom 1971). Bloom stressed that, the Mastery learning
itemized applicant in BECE passed in mathematics. strategy divides subject matter into units and each unit has a
Olunloye (2010) also said that, there is ugly trend of high specific module to complete with predetermined objectives.
failure rate in mathematics is seen as a general calamity. A Thus, in performing the unit tests, students should achieve
viable ways of improving the performance has therefore mastery, before moving on to the following units. It was
remained an area of prodigious concern to researchers. finally establish that at the end of a learning unit, a
Moreover, the terrible state of mathematics achievement is diagnostic test needs to be administered to students in order
attributed to a number of factors such as ‘attitude of pupils’ to determine the next course of action when mastery had
(Uhumuavbi & Umoren, 2005); ‘lack of instructional inveterate. It can be noticed that, pupils who deemed to have
resources’ (Yara & Otieno, 2010); ‘Instructional techniques’ mastered the learning content can ensued a new learning
(Olulonye, 2010) among others. It has therefore become content or be allowed to convey out advance enriching
increasingly more imperative for researchers to conduct tasks. In support of my earlier assertion, Yemi (2018) said
studies to examine the “effect of mastery learning strategy that, pupils who are unable to master a learning content
on pupils’ mathematics achievement”. would be required to undertake counteractive instruction.
Yemi again said that, Mastery Learning Strategy has basic
elements including formative assessment to check mastery
level, enrichment activities (self and peer assessments) to
strengthen pupils with mastery, remedial activities (re-
teaching) to assist pupils who could not achieve mastery
before instruction on second content is given. It can
therefore be noticed however that, the pupils who obtain
remedial lesson are exposing to two series of formative
assessment. Figure 1 gives an illustration on application of
mastery learning strategy.

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Volume 5, Issue 5, May – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165

Fig 1:- Basic Elements of Mastery Learning Strategy

Source: Adapted from (Liban, 2013 as cited in Bala, 2019)

 Effect of Mastery Learning Strategy (MLS) on Academic  Problem statement

Achievement There has been low achievement in mathematics in
In fact, in this study’s literature review it can be basic schools which is due to inability of pupils to
observed that, the pupils who are taught through the mastery understand and master topics and concepts in mathematics
learning strategy teaching technique attained statistically before proceeding to higher levels as indicated in the
substantial greater marks in a post achievement tests related introduction (Example Sood, 2013). For a long time,
to those are taught through the conservative teaching tactics Mathematics has been mystified as a difficult core subject
(Ihendinihu, 2013; Sood, 2013; and Mayanchi, Anya, & henceforth pupils have shun Mathematics particularly
Kainuwa, 2017). This implies that MLS teaching method is algebra when given an option (Aduda, 2003). Many
more effective in enhancing students’ achievement. institutions of higher learning as well as professional bodies
Wachanga & Gamba (2004) who asserted in a study with also insist on a minimum credit pass in Mathematics for
general objective as “effects of using MLS on secondary admission or employment in spite of Aduba’s assertion. I
school students’ achievement in Chemistry” that, MLS am of strong conviction although the concept of Mastery
enables learners to learn chemistry as well as other related- Learning is not a new one in the field of education but since
subjects like mathematics enhanced than using the it is based on the idea that all pupils can learn when
consistent instructional technique. Their finding agreed with appropriate teaching environment provided to them
assertion by Ngesa (2002). He reported that MLS ensued according to their abilities and needs, it would aid in
among upper grouped student in Agriculture than the averting the current dire state in mathematics. Another
consistent teaching system. He also argued that, students’ reason that makes this study very imperative and timely is
results are substantial with respect to classroom teaching the Chief examiners’ report. Also, from the review of
and teacher education in Agriculture and its content. studies on mastery learning as show in literature, there have
been several existing works on mastery learning and
 Mastery Learning Strategy (MLS), Pupils’ Ability and academic achievement but were conducted in other
Academic Achievement geographical setting other than Asante Akim North. To fill
Ihendinihu (2013) in a study found out that the these gaps, I decided to conduct the study to investigate the
students who were taught through the MLS teaching method effect of mastery learning strategy on pupils’ mathematics
achieved statistically significant higher scores in the achievement.
achievement test not only for the higher ability pupils but
also for the low achiever. Similarly, McCane, Ott, Meek, &
Robins (2017) who found out that the Mastery learning
strategy model has a noteworthy encouraging influence on
student learning, especially for lower group learners.

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Volume 5, Issue 5, May – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 Purpose and research questions of 24 and 30 pupils respectively from the 2 schools. The
The purpose of the study is to explore the effects of study sample was selected from the population using the
mastery learning strategy on pupil’s mathematics purposive sampling procedure. The class with 24 pupils was
achievement in Asante Akim North District. Specifically, randomly selected for the experimental group and the class
the study sought answers to the following research with 30 pupils occupying the control group.
questions:
1. What is the effect of mastery learning strategy on pupils’  Instrumentation
mathematics achievement? A self-developed Mathematics Achievement Tests
2. What is the mathematics achievement of high and low (MATs): Pre-test and Post-test were constructed from expert
ability pupils who have been exposed to mastery learning judge perspective. The tests were 4-option MCQ with each
strategy? test having 30 items. The test-retest strategy was adopted for
constructing test items for both pre-test and post-test. A pre-
 Significance of the study test was done to further refine the items using 10 pupils
The findings from the study would benefit many other than the respondents but of similar characteristics. An
including ministry of education (MoE), national council for appropriate reliability index of .75 was obtained after
curriculum and assessment (NaCCA), Ghana education cronbach alpha was computed.
service (GES), mathematics teachers, pupils and future
researchers. For instance, MoE in connection with the  Data collection procedure
NaCCA would use the study as a guide to formulate new Formal permission was secured from appropriate
curriculum and refined the existing curriculum to aid in authorities prior to the data collection exercise. I conducted
achieving Ghana’s educational goals. The GES on the other the pre-test among both groups under the supervision of four
hand would be encouraged by the findings to organize trained invigilators. Respondents were also given the
regular and effective workshop for employees on the use of assurance of confidentiality and anonymity so pupils were
mastery learning strategies (MLSs). coded as their identity was not requested. After the pre-test,
treatment with MLS was given to the experimental group
Also, mathematics teachers would be aware of the only while the control group was allow to study with the
necessities of deploying MLS to foster mastery in the conservative technique. Post-test was conducted for both
teaching and learning of mathematics and will adhere to the groups under a shuffled supervision of four trained
directives to achieve learning objectives. With this, pupils invigilators to avoid halo effect.
would be able to reach their utmost goal of gaining high
mathematics achievement.  Data processing and analysis procedure
The data to answer the research questions were
III. METHODS analyzed using descriptive statistics, specifically, means (M)
and standard deviations (SD). At the end of the data
 Design collection, the test scores coded and keyed on SPSS version
The study adopted a type of experimental design called 26.0, for analysis and discussion. In the analysis, both
quasi-experimental pre-test post-test, non-equivalent control groups were compared with the pre-test scores and the post-
group design. Mertens (2010), quasi-experimental design is test separately to answer research question 1. Moreover,
those that are “almost” true experimental designs, except post-test scores of higher and low achievers were compared
that the participants are not randomly assigned to groups. to answer research question 2.
The purpose behind my option for the design was that, in
education numerous experimental situations happen where IV. RESULTS
researchers need to use intact groups as in the case of this
study (Creswell, 2012).  Research question 1: What is the effect of mastery
learning strategy on pupils’ mathematics achievement?
 Target population and sampling This question sought to find out the effect of mastery
The target population was 160 JHS pupils from two learning strategy on pupils’ mathematics achievement.
selected JHSs, with single stream in the district from Descriptive statistics were obtained from an analyzed pre-
Owerriman North Circuit. However, for the purpose of test and post test scores of both groups. Summary of the
convenience and also to ensure a more detailed study of the analysis are shown in Tables 1 and 2.
elements involved, I used the JHS 2 pupils with sample size

Group N Minimum Maximum Mean Std. Deviation Skewness

Experimental Group 24 1 5 2.79 1.103 .449
Control Group 30 2 7 3.57 1.251 .801
Valid N (listwise) 24
Table 1:- Results from Pre-Test

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Volume 5, Issue 5, May – 2020 International Journal of Innovative Science and Research Technology
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Table 1 shows the results’ analysis of pre-test for experimental and control groups. From the table, experimental group with
n=24 had Mean=2.79, Std, Deviation=1.103, Min score=1 and Max score=5 while control group with n=30 had Mean=3.57, Std,
Deviation=1.252, Min score=2 and Max score=7. It can be noted from Table 1 that, control group with (Mean=3.57, Std,
Deviation=1.252, Min score=2 and Max score=7) performed better than experimental group with (Mean=2.79, Std,
Deviation=1.103, Min score=1 and Max score=5) in the pre-test. However, considering the anticipated mean score=15 for the test,
both performances were dire.

Group N Minimum Maximum Mean Std. Deviation Skewness

Experimental Group 24 14 30 20.71 4.554 .438
Control Group 30 2 15 6.07 2.791 1.008
Valid N (listwise) 24
Table 2:- Results from Post-Test

Table 2 shows the results’ analysis of post-test for post-test with significant increase for the experimental
experimental and control groups. From the table, group.
experimental group with n=24 had Mean=20.71, Std,
Deviation=4.554, Min score=14 and Max score=30 while  Research question 2: What is the mathematics
control group with n=30 had Mean=6.07, Std, achievement of high and low ability pupils who have
Deviation=2.791, Min score=2 and Max score=15. It can be been exposed to mastery learning strategy?
inferred from Table 2 that, experimental group with This question sought to compare the mathematics
(Mean=20.71, Std, Deviation=4.554, Min score=14 and achievement of high and low ability pupils who have been
Max score=30) performed significantly better than control exposed to mastery learning strategy. Descriptive statistics
group with (Mean=6.07, Std, Deviation=2.791, Min score=2 were obtained from an analyzed post test scores of the
and Max score=15) in the post-test. However, considering experimental group. Summary of the analysis are shown in
the anticipated mean score=15 for the test and the results in Tables 3 and 4.
Table 1, both performances had positive adjustment in the

Levene's Test t-test for Equality of Means

Experimental Group
F Sig. T df Sig. (2-tailed) Mean Difference
Equal variances assumed 4.665 .042 7.586 22 .000 7.583
Equal variances not assumed 7.586 17.157 .000 7.583
Table 3:- T-test for Equality of Means for Results from Post Test of Experimental Group

Table 3 reports equality of means of high ability and low ability pupils from the experimental group in the post-test. From
the table, Levene’s test of equal variances assumption was violated with 𝜌 = .042 < 𝛼 = .05 indicating that, equal variances not
assumed. From the Levene’s test, t-test for equality of means of high ability and low ability pupils from the experimental group in
the post-test (t=2, 22) shows difference with 𝜌 = .000 < 𝛼 = .05. The H0 was rejected because the t-test reported was statically
significant.

Experimental Group N Minimum Maximum Mean Std. Deviation Std. Error Mean
High Ability 12 21 30 24.50 3.030 .875
Low Ability 12 14 19 16.92 1.676 .484
Table 4:- Group Statistics of Results from Post Test of Experimental Group

Table 4 reports the group statistics of the high ability V. DISCUSSION OF FINDINGS
and the low ability pupils from the experimental group in
the post-test after it was reported in Table 3 that, there was Results analyzed in Table 1 and Table 2 answer
substantial transformation in means of the two ability research question 1 which sought to find out the effect of
groups. From the table, pupils with high ability had mastery learning strategy on pupils’ mathematics
Mean=24.50, Std, Deviation=3.030, Min score=21 and Max achievement. From Table 1, it was revealed that, control
score=30 while pupils with low ability had Mean=16.92, group with (Mean=3.57, Std, Deviation=1.252, Min score=2
Std, Deviation=1.676, Min score=14 and Max score=19. It and Max score=7) performed better than experimental group
can be inferred from Table 4 that, pupils with high ability with (Mean=2.79, Std, Deviation=1.103, Min score=1 and
with (Mean=24.50, Std, Deviation=3.030, Min score=21 and Max score=5) in the pre-test. However, considering the
Max score=30) performed significantly better than pupils expected mean score=15 for the test, both performances
with low ability with (Mean=16.92, Std, Deviation=1.676, were horrible. After the treatment with MLS on
Min score=14 and Max score=19) in the post-test. experimental group, Table 2 find out that, experimental
group with (Mean=20.71, Std, Deviation=4.554, Min
score=14 and Max score=30) performed significantly better

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 Volume 5, Issue 5, May – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
than control group with (Mean=6.07, Std, Deviation=2.791, LIMITATIONS
Min score=2 and Max score=15) in the post-test. However,
considering the anticipated mean score=15 for the test and Nachmias & Nachmias (2009) defined limitations as
the results in Table 1, both performances had positive potential issues that could interrupt the study’s progress.
adjustment in the post-test though, the experimental group Since this study aimed at finding out the effect of mastery
had a significant increase and positive result because of the learning strategy (MLS) on pupils’ mathematics
positive effect of the MLS and the results from the control achievement, accurate information from respondents may
group still dire. The findings are in agreement with the not be obtained since they would want to protect the
finding of Mayanchi, Anya, & Kainuwa (2017) who integrity of their schools. This may falsify the findings of
reported in their study that, there was an improvement in the the study. Again, the information collected on the
experimental groups who were treated by MLS as compare availability of computers in association to the number of
to the control group. Similarly, Wachanga & Gamba (2004) pupils could give a fabricated impression since some
who asserted in a study with general objective as “effects of computers could be old-fashioned. The researcher requested
using MLS on secondary school students’ achievement in to test some computers to verify if they are functional. The
Chemistry” that, MLS enables learners to learn chemistry as study was confronted with drawbacks of which they were
well as other related-subjects like mathematics enhanced tackled not to discredit the findings. However, necessary
than using the consistent instructional technique. measures like orientation for stimulate respondents’ interest,
were considered to mitigate the possible influence on the
Results analyzed in Table 3 and Table 4 answer study’s findings to discredit the validity and reliability of
research question 2 which sought to compare the findings.
mathematics achievement of high and low ability pupils
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