MASTERY LEARNING APPROACH (MLA): ITS EFFECTS ON THE STUDENTS MATHEMATICS ACADEMIC ACHIEVEMENT

This study inquired on the effect of Mastery learning Approach (MLA) in enhancing the academic achievement of mathematics. Eighty first-year senior secondary schools (SS 1) students were used as subjects of the study. Mastery learning approach was used in the treatment group (N=40) while the traditional teaching method was employed for the control group (N=40). This investigation utilized the quasi-experimental design. The results of the study showed the students who were exposed to mastery learning had enriched academic achievement in mathematics. Apparently, results on the posttest mean scores of the students revealed that there is a significant effect on the academic achievement of the experimental group in which the MLA had been introduced. As such, students exposed to MLA performed better than students who were taught in the traditional teaching method. Moreover, results exemplify that there is a significant relationship between the students’ attitudes toward mathematics and their academic achievement in mathematics.  Article visualizations

The effect of jigsaw strategy and mastery learning modules on mathematics students' attitude and achievements in Nigerian schools

The persistent poor Mathematics achievement in Nigeria's secondary schools is an issue that has long been a concern of the Federal Government of Nigeria. Hence, it is necessary to carry out continuous research on effective teaching strategies so that it can contribute to the improvement of Mathematics achievement in Nigeria. Mathematics teachers in Nigeria have long been complacent to teach Mathematics using the conventional approach. This approach has been influencing Nigerian students' attitude towards mathematics and their mathematics achievement. This study aims to determine the effect of Jigsaw Strategy and Mastery Learning Modules on attitude towards mathematics and their mathematics achievements among secondary schools students in Nigerian. This study used mixed methods. A Nonequivalent controlled pre-test post- test quasi-experimental design was used to collect the quantitative data via Mathematics attitude and Mathematic achievement test. The qualitative data was collected via interviews and observation checklist. The target population of this study was 590 I Senior Secondary School One (SSI) Students in Gombe State, Nigeria. A total of 120 SSI students had participated in this study and they were divided into two treatment groups and one control group. The first and second treatment groups were respectively taught Mathematics using the Jigsaw and Mastery Learning (JSML) approach and the Jigsaw Strategy (JS) approach. The control group was conventionally taught. The quantitative data were analyzed using Analyses of Covariance (ANCOVA) while the qualitative data was thematically analyzed. The findings show that there was improvement in the JSML and JS groups' Mathematics scores. The JSML group students achieved better than their JS group counterparts and a statistically significant difference was observed between the control and treatment groups (p< .05) in the Mathematics Topics post-test and the attitude post- test scores. The qualitative data revealed favorable responses from the teachers towards the use of modules for JSML and JS groups. Majority of the students had positive attitude towards Mathematics which contributed towards the increase in Mathematics achievement

Factors Influencing Effective Learning of Mathematics at Senior Secondary Schools within Gombe Metropolis, Gombe State Nigeria

The study investigated the factors that influencing effective learning of mathematics at senior secondary school in Gombe metropolis of Gombe state-Nigeria. Survey research design was adopted. One hundred and twenty (120) students of SSII were purposively sampled from four senior secondary schools out of twenty six senior secondary schools in Gombe Metropolis. In each of the sampled school, thirty (30) students comprising of fifteen (15) males and fifteen (15) females were involved and all the teachers teaching Mathematics were used as samples for the study. The three hypotheses formulated in the study were tested using t-test and chi-square at 0.05% level of significant. The results revealed that lack of qualified teachers and gender will not have significant effect on students learning of Mathematics. The study recommended that only professionally qualified Mathematics teachers should be allowed to teach mathematics, Mathematics teachers should be devoted to their duties by covering the content of Mathematics in each class. The size of classes in secondary schools is to be reduced to manageable number (30-40) students per class and finally Government should make available and affordable Mathematics textbooks to students by subsidizing the cost of the books. Keywords: Senior Secondary School, Qualified teacher and Instructional materials

EFFECT OF JIGSAW STRATEGY OF COOPERATIVE LEARNING ON MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

The aim of this paper was to investigate the effects of Jigsaw cooperative learning on students’ academic achievement of first year senior secondary school (SS 1) students in Nigeria. The sample of this study consisted of 80 SS1 students. The study was carried out in two groups. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control group, in which the traditional teaching method (Lecture) was applied. The data collected were analyzed using descriptive statistics. The results of the findings indicated that the teaching of mathematics via the Jigsaw strategy was more effective than the traditional teaching method in increasing academic achievement. Additionally, it was further inferred that Jigsaw method increases positive attitudes toward learning the subject.  Article visualizations

EFFECT OF JIGSAW STRATEGY OF COOPERATIVE LEARNING ON MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

The aim of this paper was to investigate the effects of Jigsaw cooperative learning on students’ academic achievement of first year senior secondary school (SS 1) students in Nigeria. The sample of this study consisted of 80 SS1 students. The study was carried out in two groups. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control group, in which the traditional teaching method (Lecture) was applied. The data collected were analyzed using descriptive statistics. The results of the findings indicated that the teaching of mathematics via the Jigsaw strategy was more effective than the traditional teaching method in increasing academic achievement. Additionally, it was further inferred that Jigsaw method increases positive attitudes toward learning the subject.  Article visualizations

EFFECT OF JIGSAW STRATEGY OF COOPERATIVE LEARNING ON MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

The aim of this paper was to investigate the effects of Jigsaw cooperative learning on students’ academic achievement of first year senior secondary school (SS 1) students in Nigeria. The sample of this study consisted of 80 SS1 students. The study was carried out in two groups. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control group, in which the traditional teaching method (Lecture) was applied. The data collected were analyzed using descriptive statistics. The results of the findings indicated that the teaching of mathematics via the Jigsaw strategy was more effective than the traditional teaching method in increasing academic achievement. Additionally, it was further inferred that Jigsaw method increases positive attitudes toward learning the subject.  Article visualizations

COOPERATIVE LEARNING: AN APPROACH FOR TEACHING MATHEMATICS IN PUBLIC SCHOOL

This paper presents a definition, the history, types, principles, a review of related literature, and application of cooperative learning. Cooperative learning is another method of teaching and learning that involves the students of different stages of willingness work cooperatively towards a common objective. The literature revealed positive effects of cooperative learning on students, especially in the areas of achievement and attitudes toward learning of mathematics content. The schools that have applied cooperative learning have found it to be a very effective teaching and learning method.  Article visualizations

EFFECT OF JIGSAW STRATEGY OF COOPERATIVE LEARNING ON MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

<p>The aim of this paper was to investigate the effects of Jigsaw cooperative learning on students’ academic achievement of first year senior secondary school (SS 1) students in Nigeria. The sample of this study consisted of 80 SS1 students. The study was carried out in two groups. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control group, in which the traditional teaching method (Lecture) was applied. The data collected were analyzed using descriptive statistics. The results of the findings indicated that the teaching of mathematics via the Jigsaw strategy was more effective than the traditional teaching method in increasing academic achievement. Additionally, it was further inferred that Jigsaw method increases positive attitudes toward learning the subject.</p