Effects of Mastery Learning Strategy on Academic Performance and Retention in Threshold Concepts among Undergraduate Students in Kaduna State University, Kaduna, Nigeria
DOI:
https://doi.org/10.64348/zije.2026370Keywords:
Mastery Learning, Academic Performance, Retention.Abstract
The study examined the effect of the Mastery Learning Strategy (MLS) on academic performance and retention of threshold concepts in Chemistry among 200-level students at Kaduna State University. Recognizing the critical role of Chemistry in scientific and technological advancement, mastering its foundational concepts is essential for students’ academic success. Despite this, persistent challenges such as low academic performance and poor retention of threshold Chemistry concepts have been observed, highlighting the need for more effective instructional strategies. A quasi-experimental design was employed to investigate the problem. Three research questions and three null hypotheses guided the study. The population consisted of 190 200-level Chemistry students at Kaduna State University, and a simple random sampling technique was used to assign students to the experimental and control groups. The sample included all 190 students. Data were collected using the Threshold Concept Performance Test (TCPT), which had a reliability coefficient of 0.79. Analysis of the results indicated that students taught using the MLS achieved significantly higher post-test scores and demonstrated better retention of Chemistry concepts compared to students taught using conventional methods. Additionally, the study found that gender had no significant effect on students’ academic performance after exposure to MLS. Based on these findings, it was recommended that students be trained in MLS to enhance their academic performance in Chemistry.
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