BRIDGING THE GAP BETWEEN LOW AND AVERAGE COGNITIVE ABILITY LEVELS STUDENTS USING MASTERY AND ACTION LEARNING STRATEGIES IN NIGERIAN SENIOR SECONDARY SCHOOL PHYSICS

This study investigated the bridging gap between low and average cognitive ability levels students using mastery and action learning strategies in Nigerian senior secondary school physics. The total of 235 senior secondary school two physics students in Ife Central Local Government Area of Osun State, Nigeria were involved in the study. A non-randomised pretest-posttest control group in quasi-experimental design was adopted for the study. Kuder-Richardson formula-21 was used to establish the reliability of Physics Achievement Test (PAT) and Cognitive Ability Test (CAT). The internal consistencies of PAT and CAT were .77 and .72 respectively. Data collected were analysed using Analysis of Covariance (ANCOVA) and Scheffe post hoc analysis was used to obtain the direction of significance. From the findings, it was observed that, instructional strategies had significant main effect on students’ achievement (F(2, 232) = 127.68, p = .000) in the concept of heat energy in physics. The results showed that, mastery learning strategy was the most effective in facilitating students’ achievement in the concept of heat energy in physics. This was followed by action learning strategy while conventional learning strategy was found to be the least facilitative. Cognitive ability levels had significant effect on students’ achievement (F(2, 232) = 31.56, p = .000) in the concept of heat energy in physics. The results also showed that, high cognitive ability level was the most effective in facilitating students’ achievement in the concept of heat energy in physics. This was followed by action learning strategy while conventional learning strategy was found to be the least facilitative. However, the results of Scheffe post hoc analysis showed that, there was no significant difference in the mean achievement scores of physics students with low and average cognitive ability levels. That is, the use of mastery and action learning strategies have been found to close the achievement gap between low and average cognitive ability levels. Hence, the strategies enhance slow learners’ achievement in the concept of heat energy in physics. Conclusion from the findings led to the recommendations that, physics teachers should be encouraged to adopt the use of mastery and action learning strategies in teaching the concept of heat energy in physics in order to enhance innovation, collaborative learning, problem-solving skills and students-centred activities.