DEMYSTIFYING Mastery Learning Strategy for Teaching Basic Calculus: An Explanatory APPROACH

Abstract

The objective of this undertaking was to examine the effect of mastery learning strategy in the academic achievement of the students in basic calculus. An explanatory sequential design of the mixed methods research was employed in this study which had purposively chosen Grade 11 STEM students in the private higher education institutions of Region XI taking basic calculus as participants, same participants were utilized for an in-depth interview and for focus group discussion. Using the mean gain, effect size, and t-test, the study revealed that the level of academic achievement of the participants after the intervention using mastery learning strategy were recorded as significant with low increase of achievement and high effect size level, indicative that improvement was seen and though low is still evident. The quantitative strand results were positively confirmed through the standpoints of the participants in the focus group discussions and in-depth interviews.