Effects of Group-Based Mastery Instructional Strategy on Academic Performance of Social Studies students in Delta State Upper Basic Schools
Abstract
This study investigated the effect of group-based mastery instructional strategy on academic performance of Social Studies students in Delta State Upper Basic schools. The study adopted a quasi-experimental design. Two research questions and two hypotheses were formulated. The sample size of the study comprised 170Basic 8 students drawn from six secondary schools. Social Studies Performance Test was used as the instrument for data collection. It was tested and analyzed, using Pearson Product Moment Correlation Coefficient. The reliability value was 0.75. Data were collected and the research questions were answered using mean and standard deviation while ANCOVA was used to test the null hypotheses at 0.05 level of significance. The results showed that students taught Social Studies with group-based mastery performed academically higher than those taught with lecture method. The results also revealed that gender had no significant effect on students' academic performance. Based on the findings, it was recommended that group-based mastery instructional strategy should be employed as one of the instructional strategies; Seminars and workshops should be organized for teachers on instructional strategy like group-based mastery to enhance the teaching of Social Studies; male and female students should be given equal opportunity to learn in the classroom.
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