Classroom applicability of blooms mastery learning as perceived by teachers

Olusola Hassan
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引用次数: 1

Abstract

This study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers’ perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.74. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed on the whole, teachers’ perception does not favour the use of blooms mastery in public senior secondary. Result also showed significant difference between teachers with post-graduate qualification and teachers with Bachelor degree, but no significant difference was found based on teachers’ experience. The result also finds no significant difference on the basis of gender.  The study recommends that Government should re-orientate teachers to change their views and make efforts to apply mastery learning as it has recorded positive results.  
从教师的角度看掌握型学习的课堂适用性
本研究调查了教师对掌握性学习在公立高中的适用性。本研究采用描述性调查研究类型。从拉各斯科索夫地方政府区的公立高中抽取了230名教师。研究人员设计了教师对掌握学习适用性的感知来测量教师的感知,该工具的可靠性指数为0.74。使用平均分、百分比和独立的显著性t检验对收集的数据进行分析。研究结果显示,总的来说,教师的认知不赞成在公立高中使用花朵掌握。研究生学历的教师和本科学历的教师之间也存在显著差异,但根据教师的经验,没有发现显著差异。研究结果也没有发现基于性别的显著差异。该研究建议政府重新定位教师,改变他们的观点,并努力应用掌握学习,因为它已经取得了积极的成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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