Effects of Integrated Group-Based Mastery Learning Model on Academic Achievement of Senior Secondary School Students in Economics

Abstract

This study investigated the effects of Integrated Group-Based Mastery Learning Model on Economics students’ academic achievement in senior secondary schools in Abuja (FCT). A quasi-experimental design of non-equivalent control group was adopted for the study with two in-tact classes. One of the two classes was used as the experimental group taught with integrated group based mastery learning model and the other as control group taught with the traditional teaching method. A purposive sampling technique was
used to select 100 students for the study. The instrument used for the data collection was Economics Achievement Test (EAT). The reliability coefficient of 0.68 was obtained in pilot testing using Cronbach Alpha Statistics. One-way (ANOVA) Statistics was used to
test the null hypotheses at 0.05 level of significance. The result showed that integrated mastering learning model was more effective in enhancing learning and better understanding of Economics than traditional teaching method. There was also a significant difference between male and female student’s academic achievement as male performed better than their female counterparts. It was recommended that teachers should adopt mastering learning model to teach Economics.