Investigation of students’ motivation towards

learning secondary school Physics through mastery

learning approach

Type of Study:

The study is quantitative study which analyzes data to produce statistical results to analyze for relationships.

The method for this experiment was quasi-experimental method.

Purpose of study

This study investigated the effects of using masterly learning approach (MLA) on secondary school students’ motivation to learn Physics.

Specific objectives of the study:

• a) To compare the motivation of students taught Physics through MLA (masterly learning approach) with that of students taught through RTM (regular teaching method)

• b) To determine whether students’ motivation is affected by gender when students are taught Physics through MLA.

Mastery Learning

• In Master learning “the students are helped to master each learning unit before proceeding to move advanced learning task”.

• The subject matter is divided into small units that have predetermined objectives or unit expectations.

How does Mastery Learning classroom look like?

After beginning a unit, student will be given a formative assessment .At this point, instruction goes in one of two directions . Students are not competing against each other, but rather competing against themselves in order to achieve a personal best.1)If students has mastered on objective ,he/she will begin on a path of enrichment activities that correspond to and build upon the original objective.2)Students who do not achieve mastery, receive additional instruction like tutoring, peer monitoring, small group discussions, or additional homework.

The conceptual frameworkTeaching and learning process has inputs and outputs

Bloom taxonomy Mastery learning model:The application of mastery learning is based on Benjamin Bloom’s• Students are given

feedback about their learning and it help both students and teacher to identify what they have learned and the area of weakness.

Cone of learning

Several points emerge from these successful programs:

Mastery learning provides a model of instruction that is effective for a wide range of students.

Mastery learning reduces the academic spread between the slower and faster students without slowing down the faster students. The skills and concepts have been internalized and put to use in other areas of the curriculum.

The Kenya National Examination Council (KNEC)analysis for last 4 years shows that the mean score for Physics has been below 50%

as given in table 1.

The research was carried out in 4 regular schools were assigned to the experimental

and control groups teachers.

• The experimental groups teachers were exposed to MLA for 3 weeks.

• The control group teachers were to teach regular method.(RTM)

• The total of 161 students was taught the same Physics topic of Equilibrium and center of Gravity.

• The Physics Achievement Test (PAT) was used to collect the data and the result of the study indicate that:

• there is no statistical gender difference in motivation level for boys and girls

• MLA teaching method is able to motivate students learning of Physics.

conclusions

• MLA teaching method enhances student’s motivation to learn Physics as compare to regular teaching method.

• The motivation to learning Physics when MLA is used is the same for boys and girls.

Summary of the Scenarios- various “g” forces“Learning by Doing”

Misconception between mass and weight

Discussion with students and assess their prior knowledge & misconceptions

Pre-test Post test

Class 125students

Regular teaching method (RTM)

27% of students have misconception

15% of students still Have problem

Class 230 students

MLA method 30% of students have misconception

4% of students still have problem