MASTERY AND ACTION LEARNING AS STRATEGIES TO SUSTAIN PHYSICS STUDENTS’ RETENTION IN NIGERIAN SENIOR SECONDARY SCHOOLS

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AKINBOBOLA, AKINYEMI OLUFUNMINIYI

Abstract

This study examined mastery and action learning as strategies to sustain Physics students’ retention in Nigerian senior secondary schools. Total of 235 senior secondary two physics students were involved in the study from six schools in Ife Central Local Government Area of Osun State, Nigeria. Quasi-experimental design, using non-randomised pretest-posttest control group was adopted for the study. The data collected were analysed using the one-way Analysis of Covariance (ANCOVA) and Scheffe post hoc. The results showed, instructional strategies had significant main effect on students’ retention in the concept of heat energy in physics. The result suggested, mastery learning strategy was the most effective in facilitating students’ retention in the concept of heat energy in physics. This was followed by action learning strategy while conventional learning strategy was the least effective. Cognitive ability levels had significant effect on students’ retention in the concept of heat energy in physics. The results showed that, high cognitive ability level was the most effective in facilitating students’ retention in the concept of heat energy in physics. This was followed by action learning strategy while conventional learning strategy was the least effective. Hence, the uses of mastery and action learning strategies have been found to enhance the retention ability of slow learners in the concept of heat energy in physics. It is recommended among others, physics teachers should combine hands-on and minds-on activities through the use of mastery and action learning strategies in order to enhance creativity, cooperative learning, and construction of knowledge, open-mindedness, curiosity, reflection and resourcefulness.

Keywords:
Mastery learning, action learning, retention ability of students, physics students

Article Details

How to Cite
OLUFUNMINIYI, A. (2018). MASTERY AND ACTION LEARNING AS STRATEGIES TO SUSTAIN PHYSICS STUDENTS’ RETENTION IN NIGERIAN SENIOR SECONDARY SCHOOLS. Asian Journal of Arts, Humanities and Social Studies, 1(1), 9-18. Retrieved from http://ikpress.org/index.php/AJAHSS/article/view/8
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Original Research Article