Effects of Mastery Learning and Action Learning Strategies on Students' Achievement and Retention in Secondary School Biology, Nigeria

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Examining Influences on Student Outcomes: Incentives, Sorting, Learning Strategies, and School Mobility (Table 17)

Abstract

This study investigates the effect of mastery learning and action learning strategies on students' academic achievement and retention in secondary school biology in Nigeria. Grounded in constructivist theories, specifically Bloom’s learning for mastery and Kolb’s experiential learning theories, the study employs a mixed-method research design combining quantitative and qualitative approaches. Three intact classes were studied: two experimental groups and one control group. Data collection included a 50-item Biology Achievement Test on Ecology and teacher interviews. Findings reveal that both strategies significantly enhance achievement and retention, with action learning showing the highest gains. Teachers expressed positive perceptions of the methods, emphasizing their potential for active learning and concept mastery. The project is currently at the writing-up stage

Author

• Oyedunni Adebunmi Obe, University of Staffordshire