CLOSING THE ACHIEVEMENT GAP: EXPLORING BLOOM’S MASTERY LEARNING MODEL IN TEACHING GENETICS CONCEPTS IN SECONDARY SCHOOLS IN KATSINA STATE

Abstract

This study described the distribution of students’ achievement in
genetics concepts using Bloom Mastery Learning Model. Two research
questions and two null hypotheses were analyzed. The study adopted a
pretest post-tests randomized quasi experimental design. The
experimental group (n = 29) was treated using Bloom’s Mastery
Learning Model, while the control group (n = 30) was treated using
traditional lecture method. Genetics Achievement Test (GAT) with
Cronbach alpha reliability coefficient of 0.802 was used to collect data.
The data collected were analysed using Skewness, Kurtosis and ShapiroWilk test for normality at 0.05 level of significance. The result of the
study showed that, the control group achievement was approximately
normally distributed before treatment (W = 0.940; p>0.05) and after
treatment (W = 0.970; p>0.05). The experimental group achievement
was approximately normally distributed before treatment (W = 0.943;
p>0.05) but negatively skewed after treatment (W = 0.859; p<0.05). It
was concluded that, Bloom’s Mastery Learning Model has the potential
to reduce the variation in students’ achievement in genetics. It was
recommended among others that, teachers of biology should always
use formative evaluation to identify areas where students have
difficulties and provide corrective measures to help the so-called weak
students to achieve instructional objectives.