ABSTRACT
Owing
to the apparent unsatisfactory performance of students in Economics accompanied
with poor interest students show for Economics as a subject irrespective of so
many teaching strategies used by teachers, this study however seeks to find a
pedagogically sound teaching strategy that can promote students interest and
academic achievement in Economics. This study is on the effect of integrated
mastery learning strategy on students’ interest and academic achievement in Economics
in Imo State. The study used a quasi-experimental design of a pretest and
posttest non-equivalent control group design. Five research questions were
raised, five objectives of the study were posed and five hypotheses were
formulated for the study. Data were collected using students’ Economics
interest inventory (SEII) and Economics Achievement Test (EAT). The instruments
for data collection were face and content validated by three experts. A
reliability coefficient of 0.83 and 0.69 were obtained for SEII and EAT respectively.
The data collected were analysed using mean and standard deviation to answer
the research questions while ANCOVA was used for testing the five hypotheses
formulated. The results gathered indicated that integrated mastery learning
strategy had significant effect on students’ academic achievement in Economics
as student taught with the innovative approach had higher mean gain than their
counterparts in the conventional group. The result further showed that there
was no significant difference in the mean achievement scores of male and female
students taught Economics using integrated mastery learning. The researcher
recommended that classroom Economics teachers should make it a point of duty in
using integrated mastery learning strategy; government should be organizing
workshops, seminars or in-service – trainings for teachers on how best to use
integrated mastery learning strategy, teaching time should be increased by the
relevant education authorities in order to enable the teacher adequately employ
the integrated master learning strategy which is time dependent. Finally,
curriculum experts should lay much emphasis on quality of content covered
instead of quantity and should advice the teachers to always ensure mastery of
contents by all students before the next unit of lesson is introduced.
AZU, A (2024). Effect of Integrated Mastery Learning Strategy on Students’ Interest and Academic Achievement in Economics in Imo State:- Azu, Ukpai D. Repository.mouau.edu.ng: Retrieved Nov 13, 2024, from https://repository.mouau.edu.ng/work/view/effect-of-integrated-mastery-learning-strategy-on-students-interest-and-academic-achievement-in-economics-in-imo-state-azu-ukpai-d-7-2
AZU, AZU. "Effect of Integrated Mastery Learning Strategy on Students’ Interest and Academic Achievement in Economics in Imo State:- Azu, Ukpai D" Repository.mouau.edu.ng. Repository.mouau.edu.ng, 25 Apr. 2024, https://repository.mouau.edu.ng/work/view/effect-of-integrated-mastery-learning-strategy-on-students-interest-and-academic-achievement-in-economics-in-imo-state-azu-ukpai-d-7-2. Accessed 13 Nov. 2024.
AZU, AZU. "Effect of Integrated Mastery Learning Strategy on Students’ Interest and Academic Achievement in Economics in Imo State:- Azu, Ukpai D". Repository.mouau.edu.ng, Repository.mouau.edu.ng, 25 Apr. 2024. Web. 13 Nov. 2024. < https://repository.mouau.edu.ng/work/view/effect-of-integrated-mastery-learning-strategy-on-students-interest-and-academic-achievement-in-economics-in-imo-state-azu-ukpai-d-7-2 >.
AZU, AZU. "Effect of Integrated Mastery Learning Strategy on Students’ Interest and Academic Achievement in Economics in Imo State:- Azu, Ukpai D" Repository.mouau.edu.ng (2024). Accessed 13 Nov. 2024. https://repository.mouau.edu.ng/work/view/effect-of-integrated-mastery-learning-strategy-on-students-interest-and-academic-achievement-in-economics-in-imo-state-azu-ukpai-d-7-2