Effects of Integrated Group-Based Mastery Learning Model (IGBLM) on mathematics achievement of secondary school students in Lagos State, Nigeria.

Group-Based Mastery Learning Model

Abstract

The study examines the Effects of the Integrated Group-Based Mastery Learning Model (IGBLM) on the mathematics achievement of secondary school students in Lagos State, Nigeria. The study employed a quasi-experimental research design. Four secondary schools were randomly selected from 29 secondary schools in Alimosho. Senior secondary school two (SS2) arms of the selected schools were purposively selected for study. Two out of the selected four schools were randomly assigned to the experimental group and two to the control group. A total of 96 students were in the experimental group and 87 in the conventional group, making a total of 183 for the experiment. Intact classes were used in all the classes involved in the experiment. The findings of the study show a statistically significant difference between the mean achievement scores and the retention mean score of students taught using the IGBLM and those taught using the conventional teaching method. Also, the study indicated no significant difference in the mean achievement scores of male and female students taught mathematics using IGBLM strategies. The study recommended, among other that mathematics teachers should employ interactive methods such as IGBLM in the teaching of mathematics