THE EFFECTS OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON SOCIAL STUDIES STUDENTS' ACHIEVEMENT

1.1 Introduction

Mastery learning is an instructional process that provides students with multiple opportunities to demonstrate content mastery. Initial instruction is presented at a fast pace to engage all learners. Integrated group based learning strategy is an instructional method that uses active learning strategies to engage students directly in the learning process, enhance academic performance and promote the development of important learning skills such as critical thinking, problem solving, and ability to cooperatively work with each students. A retest is later given to these students to allow them to demonstrate content mastery. The teacher must be an effective facilitator who thoroughly processes his information of social studies content and present it in an orderly and comprehensive manner. There must be an established feedback mechanism, so as to enable correction of lapses in instructional methods which can thus bring about improvement in the teaching and learning of social studies (Lynn, Douglas and Gerald 2009).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

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1.2 Background of Study

The recent socio-political and economic changes in the whole global world have also sought about changes in our educational aims, objectives and goals and greater challenges for social studies. The schools are called not only to equip the individual with the basic knowledge in social studies contents but also with higher cognitive skills such as problem solving and reflective skills that allow for self-development and self-reliance. To meet up with these challenges, there is a movement away from the behaviourist method of direct teaching such as in the lecture method, note taking and dictations, where the learner is given content to memorize. In order to implement the National Policy on Education (2013), the government at all levels became more interested in the schooling process in terms of educational outcomes, learning activities, instructional resources, instructional strategies and evaluation procedures.

Mastery Learning (ML) refers to a pedagogical approach that combines the qualities of conventional group-based teaching and one-to-one individual tutoring to achieve better academic performance in a more realistic and cost- effective manner. Teaching is a systematic, well-planned and dynamic presentation of facts, ideas, skills and techniques to students and its focus is to acquire maximum learning experiences. Selection of the most functioning teaching strategies is the best condition for successful teaching/learning process. Teaching of social studies requires more specific teaching/learning techniques/strategies because learning concepts and methods involve understanding and conceptual linkage of various representations (Ainsworth, 2013).

These teaching/learning techniques must have necessary provision for students’ active engagement with explanatory ideas and evidence so as to enable those makes connection of theories and concepts to real purposes and practices in the world they live (Tytler, 2012).

The most recommended strategies for teaching social studies are problem solving, inquiry-based teaching, laboratory-based activities and project-based teaching/ learning. But unfortunately teachers teach classes the same way they were taught, typically using lectures (Mazur, 2016) and this situation is in continuation since long. This stereotype results in learners depending upon rote learning without having deep understanding of social studies phenomenon, concepts and theories. The use of traditional lectures does not foster social studies learning.

Consequently students face problems in learning social studies subjects. The improvement in teaching/learning techniques is one remedial measure on the part of teacher that can help to resolve these problems in social studies classrooms. Generally there have been continuous concerns from theorists and experts regarding the development of conditions that will be favourable for learning to take place. In this connection Bandura (2010) proposed model of group behavior that could be learned through observation, Kolb (2014) emphasized reflection upon past experiences, and Black and Wiliam (2014) stressed on the alignment of learning objectives, instructional process and assessment techniques. No single teaching method or strategy can encompass all the conditions proposed by experts as prerequisite for learning to take place. Social studies has to do with man‘s interactions with his environment. It’s concerned with the reciprocal relationship between man and his environment. Social studies are the integrated study of the society which help learners develop the ability to adapt to acquisition of relevant knowledge, attitudes, values, practical skills and humanities to promote civic competence (NTI, 2013).

According to National Teachers‘ Institute (NTI, 2013), social studies was designed and introduced into the national curriculum of primary and junior secondary schools, to provide functional social education to Nigerian children and youths. The knowledge of social studies is not only important and useful to the learners, but to everyone who seeks to cope with the ever-changing trends of our environment. Many researchers agree that the conventional lecture method does not help students, construct their own understanding and opined that the uninspiring teaching methods adopted by social studies teachers lead not only to low achievement in the social studies but also incapacitates students from developing required skills necessary for creative thinking.

Danmole (2011) noted that teachers need to employ different learning methods and strategies to ensure students understanding of scientific concepts. A shift is therefore advocated by researchers to methods that will enable the learner construct their own understanding. Such methods have their roots in constructivism. This trend is learner centred and among these strategies is the integrated group based learning instructional strategy.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to investigation the Effects of Integrated Group Based Mastery Learning Model on Social Studies Students' Achievement.

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1.3 Statement of Problems

Investigation revealed that the properly implemented Integrated group based learning strategy can lead to increased motivation to learn greater retention of knowledge, deeper understanding and more positive attitudes toward the subject being taught. Students who do not demonstrate mastery are given additional instruction specifically designed to correct their misunderstandings. Re-teaching should involve strategies that are different from the original instructional methods.

Problems of students’ poor performance and underachievement in social studies have been major issues of concern and interest in the Nigerian educational sector. The need for intervention is not only recognized but also acknowledged by all stakeholders. Quite a number of studies earlier cited provide enough evidence on the poor performance of students in social studies teaching. This problem has been acknowledged to be a major factor in students’ achievement.

In spite of the need for innovation approach to social studies teaching the expository instructional approach continues to dominate the teaching of social studies in Nigerian schools. This method to a large extent neglects human, cultural, social and effective dimensions of social studies. This has continued to attract criticisms and as a result, researchers have continued to stress the need for learner-centred methods, one of which is the mastery learning models. This instructional approach is not likely to enhance students’ achievement in social studies.

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1.4 Aim and Objectives of Study

The aim of the study is to investigate the Effects of Integrated Group Based Mastery Learning Model on Social Studies Students' Achievement. In achieving this aim, the following specific objectives were laid out as follows:

1. To examine the awareness of integrated group based learning models in schools
2. To examine the use of integrated group based learning models on the enhancement of students’ achievement in social studies.
3. To examine effect of integrated group based learning model on learning retention among social studies students.
4. To examine the effect of integrated group based learning models on the students’ achievement in social studies
5. To examine the relationship between the uses of integrated group based learning models and students academic achievement in social studies.
6. To examine the relationship between uses of integrated group based learning models and students learning retention in social studies.

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1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Are students aware about integrated group based learning models in schools?
• Is there any relationship between uses of integrated group based learning models and students learning retention in social studies?
• What are the effects of integrated group based learning models on the students’ achievement in social studies?
• How does the use of integrated group based learning models enhance students’ achievement in social studies?
• What are the uses of integrated group based learning models on the enhancement of students’ achievement in social studies?
• What are the effects of integrated group based learning model on learning retention among social studies students?

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1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: The use of integrated group based learning models in social studies does not influence student’s academic achievement.
• H1: The use of integrated group based learning models in social studies influence student’s academic achievement.

Hypothesis Two

• H0: There is no significant relationship between the uses of integrated group based learning models and students academic achievement in social studies.
• H1: There is a significant relationship between the uses of integrated group based learning models and students academic achievement in social studies.

Hypothesis Three

• H0: There is no significant relationship between the uses of integrated group based learning models and students learning retention in social studies
• H1: There is a significant relationship between the uses of integrated group based learning models and students learning retention in social studies

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1.7 Significance of Study

The study will be significant in many ways and also to groups. These include curriculum experts in making adjustment and improvement on the teaching methodology of social studies. If curriculum designers are to continue to provide adequate and relevant social studies curriculum, there is need for a relevant database concerning instructional procedures at the Junior Secondary schools. The teachers would want to know the best instructional procedures for different groups of learners and learning situations rather than trial and error approach.

The findings of the study will open avenue for research on related themes as materials and methodology from other researchers become available. Also some of the existing gaps in the knowledge of methods of instruction in social studies may be filled.

The study will develop in the children the importance of inquiry which will lead to the development of problem solving, reflective and critical thinking, which are the skills required in addressing most anti-social issues of concern in their environment. This will in turn help in solving most of the problems in our society.

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1.8 Scope of Study

The scope of the research is focused on the Effects of Integrated Group Based Mastery Learning Model on Social Studies Students' Achievement. The study was restricted to all Public Junior Secondary School two (JSS II) students in Warri-South Local Government Area of Delta State.

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1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research material: availability of research material is a major setback to the scope of the study.
3. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
4. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

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1.10 Operational Definition of Terms

Mastery learning: is an instructional model that presumes all children can learn if they are provided with the appropriate learning conditions.

Integrated Group based Mastery Learning Model: is a combination of theories of Bloom’s and Keller’s model of instruction. It involves the direct application of Bloom’s and Keller’s model to the teaching and learning of social studies in order to enhance students’ achievement in the subject.