IIARD International Institute of Academic Research and Development

INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH (IJSSMR )

E-ISSN 2545-5303
P-ISSN 2695-2203
VOL. 11 NO. 5 2025
DOI: 10.56201/ijssmr.vol.11no5.2025.pg145.154

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Effect of Mastery Based Learning Strategy on Biology Students Academic Achievement in Senior Secondary Schools in Ibaji Local Government Area of Kogi State

Offor, Moses PhD

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Abstract

The students' academic performance in biology, one of the science disciplines taught in secondary schools in Nigeria, has been severely hindered. The lack of teaching and learning strategies for determining students' motivation to learn biology is the root of the issue. Therefore, it is necessary to investigate the effect of mastering learning strategy on Biology student’s academic achievement in learning biology in Nigerian secondary schools. Quasi-experimental research design, with a non-equivalent group approach in particular was used for the study. The study was carried out in Ibaji local Government Area of Kogi State. The population of the study consists of 5,091 SS II students in senior secondary schools in Ibaji. The sample size for the study was 150 senior secondary school (SSII) students who offering Biology as one of their science subjects in senior secondary schools in Ibaji, Kogi State. A multi-stage sampling techniques was use for the study. Biology Achievement Test (BAT) was used for data collection. The BAT consist of two sections: A and B. Section A contains the demographic data of the respondents, while Section B contains the test items. The 25 items in the BAT were spread over three sub-topics. The instrument was administered by the researcher and two research assistants who were briefed on the modalities of the administration of the instrument. Data relating to the research questions was analyzed using the mean and standard deviation. Meanwhile, the hypotheses were tested with Analysis of Covariance (ANCOVA). Result among others shows that there was a statistically significant difference in the academic achievement mean scores of students taught Biology with mastery learning strategy and those with discussion learning strategy in favour of the treatment group with high mean. Also, there was no statistically significant difference in the academic achievement mean scores of male and female students taught Biol

keywords:

Achievement, Mastery Learning Strategy, Students, Gender

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