Dr. Practicability of Blooms Mastery Learning Approach in Public Secondary Schools in Lagos Metropolis

Olusola Hassan; Olugbuyi Olushile; Adebajo Adefunke; Aleemi Saidat O

doi:10.24036/pedagogi.v22i1.1004

Olusola Hassan Olabisi Onabanjo University Ago Iwoye, Ogun state
Olugbuyi Olushile Department of Science and Technology Education, Olabisi Onabanjo University
Adebajo Adefunke Department of Science and Technology Education, Olabisi Onabanjo University
Aleemi Saidat O Department of Science and Technology Education, Olabisi Onabanjo University

DOI: https://doi.org/10.24036/pedagogi.v22i1.1004

Keywords: Blooms mastery Learning, Perception, Practicability

Abstract

The applicability of theories at times are occasioned by societal norms as it is a known fact that theorist are influenced by their immediate society. Hence, situation where most classes are overcrowded, one would begin to wonder if theory like Blooms mastery learning could be applicable Hence, this study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers’ perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.84. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed that mastery leaning is not practicable in public senior secondary as perceived by teachers. The study also finds significant difference between teachers with post-graduate qualification and teachers with first degree, but no significant difference was found based on teachers experience. The study recommends that teachers should change their orientation and make efforts to apply mastery learning as it has recorded positive results when used.

Keywords: Blooms mastery Learning, Perception, Practicability

References

Abakpa, B. ., & Lii, C. . (2011). Effect of Mastery Learning Approach on Senior Secondary School Students Achievement in Geometry. http://stanonline.org/journal/pdf/ JSTAN Abakpa& Iji.pdf on 12/04/2020
Achor, E. ., Imoko, B. ., & Ajai, J. . (2010). Sequential Difference in Student Achievement and Interest in Geometry Using Games and Simulations. Journal of Science and Mathematics Education, 4(1), 1–10.
Amosun, M. ., & Kolawole, O. . (2015). Pedagogical Knowledge and Skill Competences of Pre-School Teachers In Ibadan Metropolis, Oyo State, Nigeria. JISTE, 19, 6–14.
Anderson, S. . (1994). Synthesis of Research on Mastery Learning" (PDF). ERIC Archives.
Aslam, H. D. (2013). School-Based Management in Oman: Principalsae Views and Understanding. International Journal of Academic Research in Progressive Education and Development, 2(3), 84–96. https://doi.org/10.6007/ijarped/v2-i3/2
Bloom, b. . (1968). Stability and Change in Human Characteristics.
Bloom, B. . (1976). All Our Children Learning - A Primer for Parents, Teachers, and Other Educators.
Bloom, B. S. (1974). Learning for Mastery (PDF). Evaluation Comment.
Bloom, B. S., & Carroll, J. B. (1981). Mastery learning: Theory and practice. J. H. Block (Ed.) (New York). Holt, Rineheart and Winston.
Cooley, W. ., & Leinhardit, G. (1980). The Instruction Dimensions Study. Educational 723. Evaluation and Policy Analysis, 3, 7–35.
E.D, M., & K, Z. S. (2010). Effect of Mastery Learning Method on Performance and Attitude of the Weak Students in Chemistry. In Science Direct, 5, 1574–1579. www.Sciencedirect.com. Procedia Social and Behavioural Science
Guskey, T. . (2007). Closing Achievement Gaps: Revisiting Benjamin S. Bloom’s Learning for Mastery. Journal of Advanced Academics, 19, 8–31.
Hattie, J. A. ., & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hunkins, F. P., & Ornstein, A. C. (1989). (1989). Curriculum Innovation and Implementation. Education and Urban Society. Education and Urban Society, 22(1), 105–114. https://doi.org/10.1177/0013124589022001011
James H. Block. (1971). Mastery Learning: Theory And Practice. Holt, Rinehart and Winston.
Kulik, C., Kulik, J., & Bangert-Drown, R. (1990). Effectiveness of Mastery Learning Programmes A Meta analysis. Review Educational Research, 60(2), 265–306.
Maxwell, J. C. (1892). A Treatise on Electricity and Magnetism, 3rd ed. Oxford: Clarendon, 2, 68–73.
Mueller.D. J. (1976). Mastery Learning: Partly Boon, Party Boodoggle. Teachers College Record, 78, 41–52.
Nessipbayeva, O. (n.d.). The Competencies of The Modem Teacher. WWW.researchgate.net.
Olufunmilayo. I.O. (5 C.E.). Enhanced Mastery Learning Strategy on the Achievement and Self Concept in Senior Secondary School Chemistry. Journal of Humanity and Social Science, 1, 19–24.
Resnick, L. B. (1997). Assuming that everyone can learn everything, will some learn less? School Review, 85, 445–452.
Slavin. R. E. (1987). Mastery Learning Reconsidered. Review of Education Research, 57, 175–213.
UNESCO. (2011). Policy Brief: Digital Literacy in Education. UNESCO Institute for Information Teknologi and Education.
Vale, C. (2000). Trends and Factor Concerning Gender and Mathematics in Australia. htp/www.faqs.org/periodical on 05/05/2011
Wambugu, P. W., & Changeiywo, J. M. (2008). Effects of Mastery Learning Approaches on secondary school students’ physics Achievement. Eurusia Journal of Mathematics, Science and Technology Education, 4(3), 293–302.