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