Effect of Mastery Learning Strategy on Rural and Urban Students' Academic Achievement in Basic Technology in Edo State, Nigeria

Dr. ISERAMEIYA Florence Ejodamen, Prof. Uwameiye Raymond

This study determined the effect of mastery learning strategy on rural and urban students in basic technology in Edo State Nigeria. The study was guided by five research questions based the specific purposes. Four null hypotheses formulated were tested at 0.05 level of significance. Quasi-experimental design was adopted in the study, a population of 3,170 (1,275 rural & 1,895 urban) JSSII students from 25 secondary schools were used. A sample size of 155(72 rural & 83 urban) students from four selected means schools participated in the study. The instrument was a 50 item multiple choice basic technology achievement test (BTEAT). Data collected were analyzed with descriptive and inferential statistics, which is Mean, t-test and Analysis of Covariance (ANCOVA). Results revealed that the post-test academic achievement of rural and urban students taught BTE using MLS differs significantly over those taught using direct instruction strategy (DIS). There was a significant difference between the post-test academic achievement mean scores of rural and urban students taught Basic Technology (BTE) with MLS, the rural students performed relatively higher than the urban students. In addition, students’ school location and instructional strategy (MLS) have significant interaction effects on academic achievement in Basic Technology (BTE). Therefore, the integration and use of MLS in teaching and learning BTE is recommended.