Effect of Cooperative Mastery Learning Approach on Secondary School Students' Motivation in Kirinyaga County, Kenya

Abstract

Through this current study the effects of Cooperative Mastery Learning Approach in Physics for secondary school students have been measured. The research area is Kirinyaga County. Solomon's four quasi experimental group design was used. A sample of 180 respondents was obtained from an accessible population of 5850. Simple random sampling was used to draw the participating four schools from the purposively selected Sub- County schools. The assignment of selected schools to either experimental or control group was done by simple random sampling. The research instrument that was used was a students' motivation questionnaire (SMQ). The Reliability was tested by subjecting the instrument to a pilot study in a school in Embu County. Reliability coefficient for students' motivation questionnaire was 0.795. Statistical Package for Social Sciences (SPSS) version 25.0 was used for data analysis.  The raw data obtained was analyzed descriptively using Mean, Standard deviation, percentages and inferentially using non-parametric tests (Kruskal-Wallis test, Mann Whitney U test and Posthoc Analysis). The level of significance for acceptance or rejection of null hypotheses was at α = 0.05. Statistical significance has been observed between students taught using cooperative mastery learning and conventional teaching approach.