Mastery learning instruction produced significantly higher post-test achievement in quantitative chemistry than conventional teaching among Senior Secondary 2 students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 After two weeks of instruction, the mastery learning group's mean post-test score (78.2) exceeded the control group's (58.4) by 19.8 points, a highly significant difference with a substantial effect size of 0.60. → Telimoye Leesi Mitee and Georgina N. Obaitan 2015

Evidence¶

Telimoye Leesi Mitee and Georgina N. Obaitan 2015¶

Telimoye Leesi Mitee and Georgina N. Obaitan. (2015). Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry. Journal of Education and Practice, Vol.6, No.5. https://eric.ed.gov/?id=EJ1083639

q3 · i2 · causal · r2

Quasi-experimental control group study: four schools randomly assigned, 207 mastery learning students and 194 controls, two weeks of treatment, independent sample t-test on a 25-item chemistry achievement test. The article reports "The effect size is 0.60" and t(399) = 14.92, P<0.05.

"The mean score in the post-test for mastery learnin g group was 78.2% and the standard deviation was 9.90 and the mean score in the post-test for contro l group was 58.44% and the standard deviation was 1 6.07"

Discussion¶

Related Claims¶

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• The cooperative group scored significantly higher than the individualistic group on the final semester examination in the general chemistry laboratory course — related
• Treatment (7E learning cycle, case-based learning, or conventional teaching) has a significant main effect on senior secondary students' chemistry achievement — related