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Periodical article | Leiden University catalogue | WorldCat |
Title: | Improving the quality of instruction through mastery learning strategy: an example of geography teaching |
Author: | Onasanya, K. |
Year: | 1987 |
Periodical: | The Nigerian Geographical Journal |
Volume: | 30-31 |
Issue: | 1-2 |
Pages: | 159-167 |
Language: | English |
Geographic term: | Nigeria |
Subjects: | teaching methods geography education secondary education |
Abstract: | This study is a contribution to the improvement of the quality of geography instruction in secondary schools in Nigeria. The study focuses on measuring the level of student performance under two different conditions of instruction: mastery learning and dominative teaching strategies. Mastery learning is designed to bring all, or nearly all, learners to a specified level of mastery on all course subjects. If necessary, learners are appropriately helped, and given sufficient time to achieve mastery. As opposed to this, the dominative teaching strategy is teacher-centred and lecture-oriented, lacking reinforcement and student participation. The main study on which this paper is based was carried out in 1984 in eight randomly selected schools from the then existing 51 secondary schools in Ijebu-Ode Education Zone in Ogun State. 495 and 477 form III students were exposed to the mastery learning and dominative teaching strategies respectively. A teacher-made test was the instrument used in the study. An analysis of the results shows a considerably higher level of performance of students in the mastery learning group compared with those in the control group. Bibliogr. |