Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics

Oluwatosin Omolara Blessing; Bello Theodora Olufunke

doi:doi:10.11648/j.sjedu.20150304.12

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Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics

Oluwatosin Omolara Blessing, Bello Theodora Olufunke

Published in Science Journal of Education (Volume 3, Issue 4)

Received: 23 June 2015 Accepted: 20 July 2015 Published: 28 July 2015

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Abstract

This study investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students’ academic performance in Physics and also determined their effect in enhancing students’ retention of Physics. These were with a view to ascertaining the best teaching method for improving students’ learning outcomes in Physics. The study adopted the non-equivalent pre-test, post-test control group experimental design. Simple random sampling technique was used to select three co-educational secondary schools in Ikere Local Government Area of Ekiti State in Nigeria. The sample for the study was 74 senior secondary school one (SSS1) Physics students from the three selected secondary schools. Three intact classes were used for the study. The instrument used for data collection was “Physics Achievement and Retention Test” (PART). Data collected were analyzed using t-test and analysis of variance (ANOVA). The results showed that there was a significant effect of treatment on the academic performance of students taught with MLA, MMA and conventional method with students taught using MMA showing the best academic performance, followed by MLA and then Conventional. Also, no significant effect of treatment was found in the retention ability of students taught with MLA and MMA with students from both methods having nearly the same mean score. The study concludes that both MLA and MMA could improve students’ learning outcomes in Physics; however, MMA could improve students’ learning outcomes better. It therefore recommends that ministry of education should organize training for science teachers especially Physics teachers on how best they can adopt these innovative teaching strategies during instruction so that learners would be guided to learn meaningfully and be assisted to retain what is learnt in Physics.

Published in	Science Journal of Education (Volume 3, Issue 4)
DOI	10.11648/j.sjedu.20150304.12
Page(s)	78-84
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Mastery Learning, Mind Mapping, Retention, Learning Outcomes, Conventional, Teaching

References

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APA Style

Oluwatosin Omolara Blessing, Bello Theodora Olufunke. (2015). Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Science Journal of Education, 3(4), 78-84. https://doi.org/10.11648/j.sjedu.20150304.12

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ACS Style

Oluwatosin Omolara Blessing; Bello Theodora Olufunke. Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Sci. J. Educ. 2015, 3(4), 78-84. doi: 10.11648/j.sjedu.20150304.12

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AMA Style

Oluwatosin Omolara Blessing, Bello Theodora Olufunke. Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Sci J Educ. 2015;3(4):78-84. doi: 10.11648/j.sjedu.20150304.12

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@article{10.11648/j.sjedu.20150304.12,
  author = {Oluwatosin Omolara Blessing and Bello Theodora Olufunke},
  title = {Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics},
  journal = {Science Journal of Education},
  volume = {3},
  number = {4},
  pages = {78-84},
  doi = {10.11648/j.sjedu.20150304.12},
  url = {https://doi.org/10.11648/j.sjedu.20150304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20150304.12},
  abstract = {This study investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students’ academic performance in Physics and also determined their effect in enhancing students’ retention of Physics. These were with a view to ascertaining the best teaching method for improving students’ learning outcomes in Physics. The study adopted the non-equivalent pre-test, post-test control group experimental design. Simple random sampling technique was used to select three co-educational secondary schools in Ikere Local Government Area of Ekiti State in Nigeria. The sample for the study was 74 senior secondary school one (SSS1) Physics students from the three selected secondary schools. Three intact classes were used for the study. The instrument used for data collection was “Physics Achievement and Retention Test” (PART). Data collected were analyzed using t-test and analysis of variance (ANOVA). The results showed that there was a significant effect of treatment on the academic performance of students taught with MLA, MMA and conventional method with students taught using MMA showing the best academic performance, followed by MLA and then Conventional. Also, no significant effect of treatment was found in the retention ability of students taught with MLA and MMA with students from both methods having nearly the same mean score. The study concludes that both MLA and MMA could improve students’ learning outcomes in Physics; however, MMA could improve students’ learning outcomes better. It therefore recommends that ministry of education should organize training for science teachers especially Physics teachers on how best they can adopt these innovative teaching strategies during instruction so that learners would be guided to learn meaningfully and be assisted to retain what is learnt in Physics.},
 year = {2015}
}

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TY  - JOUR
T1  - Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics
AU  - Oluwatosin Omolara Blessing
AU  - Bello Theodora Olufunke
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T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 78
EP  - 84
PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.sjedu.20150304.12
AB  - This study investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students’ academic performance in Physics and also determined their effect in enhancing students’ retention of Physics. These were with a view to ascertaining the best teaching method for improving students’ learning outcomes in Physics. The study adopted the non-equivalent pre-test, post-test control group experimental design. Simple random sampling technique was used to select three co-educational secondary schools in Ikere Local Government Area of Ekiti State in Nigeria. The sample for the study was 74 senior secondary school one (SSS1) Physics students from the three selected secondary schools. Three intact classes were used for the study. The instrument used for data collection was “Physics Achievement and Retention Test” (PART). Data collected were analyzed using t-test and analysis of variance (ANOVA). The results showed that there was a significant effect of treatment on the academic performance of students taught with MLA, MMA and conventional method with students taught using MMA showing the best academic performance, followed by MLA and then Conventional. Also, no significant effect of treatment was found in the retention ability of students taught with MLA and MMA with students from both methods having nearly the same mean score. The study concludes that both MLA and MMA could improve students’ learning outcomes in Physics; however, MMA could improve students’ learning outcomes better. It therefore recommends that ministry of education should organize training for science teachers especially Physics teachers on how best they can adopt these innovative teaching strategies during instruction so that learners would be guided to learn meaningfully and be assisted to retain what is learnt in Physics.
VL  - 3
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Author Information

Oluwatosin Omolara Blessing

Department of Science and Technology Education, Obafemi Awolowo University, Ile-Ife, Nigeria
Bello Theodora Olufunke

Institute of Education, Obafemi Awolowo University, Ile-Ife, Nigeria

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APA Style

Oluwatosin Omolara Blessing, Bello Theodora Olufunke. (2015). Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Science Journal of Education, 3(4), 78-84. https://doi.org/10.11648/j.sjedu.20150304.12

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ACS Style

Oluwatosin Omolara Blessing; Bello Theodora Olufunke. Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Sci. J. Educ. 2015, 3(4), 78-84. doi: 10.11648/j.sjedu.20150304.12

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AMA Style

Oluwatosin Omolara Blessing, Bello Theodora Olufunke. Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Sci J Educ. 2015;3(4):78-84. doi: 10.11648/j.sjedu.20150304.12

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@article{10.11648/j.sjedu.20150304.12,
  author = {Oluwatosin Omolara Blessing and Bello Theodora Olufunke},
  title = {Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics},
  journal = {Science Journal of Education},
  volume = {3},
  number = {4},
  pages = {78-84},
  doi = {10.11648/j.sjedu.20150304.12},
  url = {https://doi.org/10.11648/j.sjedu.20150304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20150304.12},
  abstract = {This study investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students’ academic performance in Physics and also determined their effect in enhancing students’ retention of Physics. These were with a view to ascertaining the best teaching method for improving students’ learning outcomes in Physics. The study adopted the non-equivalent pre-test, post-test control group experimental design. Simple random sampling technique was used to select three co-educational secondary schools in Ikere Local Government Area of Ekiti State in Nigeria. The sample for the study was 74 senior secondary school one (SSS1) Physics students from the three selected secondary schools. Three intact classes were used for the study. The instrument used for data collection was “Physics Achievement and Retention Test” (PART). Data collected were analyzed using t-test and analysis of variance (ANOVA). The results showed that there was a significant effect of treatment on the academic performance of students taught with MLA, MMA and conventional method with students taught using MMA showing the best academic performance, followed by MLA and then Conventional. Also, no significant effect of treatment was found in the retention ability of students taught with MLA and MMA with students from both methods having nearly the same mean score. The study concludes that both MLA and MMA could improve students’ learning outcomes in Physics; however, MMA could improve students’ learning outcomes better. It therefore recommends that ministry of education should organize training for science teachers especially Physics teachers on how best they can adopt these innovative teaching strategies during instruction so that learners would be guided to learn meaningfully and be assisted to retain what is learnt in Physics.},
 year = {2015}
}

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TY  - JOUR
T1  - Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics
AU  - Oluwatosin Omolara Blessing
AU  - Bello Theodora Olufunke
Y1  - 2015/07/28
PY  - 2015
N1  - https://doi.org/10.11648/j.sjedu.20150304.12
DO  - 10.11648/j.sjedu.20150304.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 78
EP  - 84
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20150304.12
AB  - This study investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students’ academic performance in Physics and also determined their effect in enhancing students’ retention of Physics. These were with a view to ascertaining the best teaching method for improving students’ learning outcomes in Physics. The study adopted the non-equivalent pre-test, post-test control group experimental design. Simple random sampling technique was used to select three co-educational secondary schools in Ikere Local Government Area of Ekiti State in Nigeria. The sample for the study was 74 senior secondary school one (SSS1) Physics students from the three selected secondary schools. Three intact classes were used for the study. The instrument used for data collection was “Physics Achievement and Retention Test” (PART). Data collected were analyzed using t-test and analysis of variance (ANOVA). The results showed that there was a significant effect of treatment on the academic performance of students taught with MLA, MMA and conventional method with students taught using MMA showing the best academic performance, followed by MLA and then Conventional. Also, no significant effect of treatment was found in the retention ability of students taught with MLA and MMA with students from both methods having nearly the same mean score. The study concludes that both MLA and MMA could improve students’ learning outcomes in Physics; however, MMA could improve students’ learning outcomes better. It therefore recommends that ministry of education should organize training for science teachers especially Physics teachers on how best they can adopt these innovative teaching strategies during instruction so that learners would be guided to learn meaningfully and be assisted to retain what is learnt in Physics.
VL  - 3
IS  - 4
ER  -

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