JONAED

The study investigated the effect of mastery learning instructional approach on retention and attitude of secondary school students in mathematics. Two research questions and two hypotheses guided the study. The design is a pre-test post-test non-equivalent control group in a quasi – experimental. A sample of 132 SS1 students was selected from two government owned secondary schools in Umuahia education zone of Abia State. Data were collected using Mathematics achievement tests and mathematics attitude questionnaire validated by two m?athematics educators and two lecturers from measurement and evaluation. The reliability indices of 0.85 and 0.91 were obtained for achievement tests and attitude questionnaire respectively by using Pearson Product Moment Correlation (PPMC) in test retest for achievement tests and Cronbach alpha for attitude questionnaire. Results of data analyses done using percentage mean score and Analysis of Covariance indicated significant difference in the retention and attitude of students in experimental and control groups in favour of the experimental group. The research recommends among others, adoption of mastery learning approach to the teaching of mathematics and other subjects; training for serving mathematics teachers and student teachers on the modalities for adopting mastery learning approach; a review of curriculum to accommodate the practice of mastery learning, and upward review of teachers remuneration to motivate them to cope with the demands of accommodating individual differences in learners, which mastery learning advocates.