EFFECT OF BLOOM’S MASTERY LEARNING MODEL ON STUDENTS ACADEMIC ACHIEVEMENT AND ATTITUDE TOWARDS SOCIAL SCIENCE

Abstract

The present study was designed to study the effectiveness of Bloom’s Mastery learning model on achievement in Social science with respect to attitude towards the subject. In order to analyze the data a 2x2 analysis of the variance was used. The study covered two variables: a) Instructional treatment b) Attitude towards the subject. A random sample consisting 100 students both boys and  girls of  9^th  standard Social science students including 50 students from Government model senior secondary school, sector - 20, Chandigarh and 50 Students from Government high school, sector-20 - D Chandigarh. The 50 students of Government Model Senior Secondary School, Sector-20, and Chandigarh were taught through Bloom’s plan of  Mastery learning (Experimental group) and 50 students of Government High School were taught through conventional method (control group). These variables of the instructional treatment were studied at two levels:   Mastery Learning Model of teaching and Conventional Model of teaching. The variable of attitude level was studied at two levels: high attitude scores and low attitude scores. The main dependent variables were the academic performance gain which was calculated as the difference in the post-test and pre- test scores for the subject. The present study shows that the Mastery Learning Model yield performance different to the traditional method.