This study investigated the effects of using a mastery learning approach (MLA) to teach physics to secondary school students compared to a regular teaching method (RTM). The study found that MLA improved student motivation to learn physics more than RTM and that motivation levels were equal between boys and girls when using MLA. MLA involves dividing content into units, formatively assessing students on each unit, and providing additional instruction or enrichment for students who have or have not yet mastered the content. The study was conducted over 3 weeks with 161 students in experimental and control groups and found that MLA enhanced student motivation to learn physics more than RTM.

1. Investigation of students’
motivation towards
learning secondary school
Physics through mastery
learning approach

2. 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.

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

4. 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.

5. 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.

6. 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.

7. The conceptual framework
Teaching and learning process has inputs and outputs

8. Mastery learning model:
Bloom taxonomy
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.

9. Cone of learning

10. 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.

11. 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.

12. 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)

14. • 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.

15. 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.

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

17. Misconception between mass and weight
Discussion with Pre-test Post test
students and assess
their prior
knowledge &
misconceptions
Class 1 Regular teaching 27% of students 15% of students still
25students method (RTM) have misconception Have problem
Class 2 MLA method 30% of students 4% of students still
30 students have misconception have problem