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Effects of Computer Based Mastery Learning Teaching Approach on Secondary School Students' Achievement in Biology in Bomet District, Kenya


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1 Faculty of Education and Community Studies Egerton University
     

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This study investi gated the effects of using Computer Based Mastery Learning (CBML) teaching approach on secondary school students' achievement in Bi ol ogy. A Sol omon's Four Group Non-equivalent Control Group research design was used in which four co-educational secondary school s were purposively sampled in Bomet District. The four schools were randomly assigned to four groups. Students in all the groups were taught the same biology content. Teachers in the experimental groups taught using CBML approach while teachers in the control groups taught using the conventional methods. The study focused on respi ration topi c and involved a sample of 167 Form Two students. After two weeks of teaching, all four groups were post-tested using Biology Achievement Test (BAT) whose reliability coefficient was 0.77. Data were analysed using ANOVA, t-test and ANCOVA. Results indicate that students taught using CBML approach had significantly higher scores in BAT than those taught using conventional methods. In addition, the study established that there is no gender difference in achievement when CBML is used. The researchers conclude that CBML is an effective teaching approach which shoul d be incorporated in the teaching of Biology.

Keywords

Computer Based Mastery Learning, Students' Achievement, Learning Biology
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  • Effects of Computer Based Mastery Learning Teaching Approach on Secondary School Students' Achievement in Biology in Bomet District, Kenya

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Authors

Samuel W. Wachanga
Faculty of Education and Community Studies Egerton University
Peter K. Ronoh
Faculty of Education and Community Studies Egerton University
Fred N. Keraro
Faculty of Education and Community Studies Egerton University

Abstract


This study investi gated the effects of using Computer Based Mastery Learning (CBML) teaching approach on secondary school students' achievement in Bi ol ogy. A Sol omon's Four Group Non-equivalent Control Group research design was used in which four co-educational secondary school s were purposively sampled in Bomet District. The four schools were randomly assigned to four groups. Students in all the groups were taught the same biology content. Teachers in the experimental groups taught using CBML approach while teachers in the control groups taught using the conventional methods. The study focused on respi ration topi c and involved a sample of 167 Form Two students. After two weeks of teaching, all four groups were post-tested using Biology Achievement Test (BAT) whose reliability coefficient was 0.77. Data were analysed using ANOVA, t-test and ANCOVA. Results indicate that students taught using CBML approach had significantly higher scores in BAT than those taught using conventional methods. In addition, the study established that there is no gender difference in achievement when CBML is used. The researchers conclude that CBML is an effective teaching approach which shoul d be incorporated in the teaching of Biology.

Keywords


Computer Based Mastery Learning, Students' Achievement, Learning Biology

References