Kesan pembelajaran masteri terhadap pencapaian pelajar dalam mata pelajaran kimia tingkatan empat dan pandangan pelajar terhadap pembelajaran masteri
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Date
2005-09
Authors
Othman, Rusmawati
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Abstract
This study was conducted to investigate the effect of mastery learning on students'
achievement in Form Four chemistry. The mastery learning strategy was modified by
limiting the diagnosis to two cycles only. The interaction between mastery learning and
the different levels of initial achievement among students among students was also
investigated. The study also surveyed the opinion of students in the experimental group
about mastery learning. The research was conducted using a quasi-experimental design.
The sample consisted of 95 form four students in the experimental group and 93
students in the control group. The effect of mastery learning and interaction with
students of different initial achievement were measured based on students' performance
in the post-test. Students' opinion towards mastery learning was obtained through
questionnaires. Findings of the study showed that there is a statistically significant
difference in the mean scores of the post-test between the experimental and control
group. The findings also showed that there is no interaction effect. Analysis of the
questionnaire showed that students have a positive opinion towards mastery learning.
The implications of the finding indicate that mastery learning should be used as one of
the alternatives to facilitate students' understanding of chemistry concepts. From the
diagnosis cycle, the teacher can ensure that students have mastered the units or concepts
before moving on to the next unit or concept.
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Keywords
Education , Chemistry