Self-Management Strategies and Mastery Learning's Impacts on Civic Education Among Senior Secondary School Students
Abstract
This study examined self-management strategies and mastery learning's impacts on learning outcomes in civic education among senior secondary school students in Ilorin metropolis. The study employed a pretest, post-test and control group quasi-experimental design using a 3 x 2 x 3 factorial matrix. The population of this study comprised all the SS2 students in public senior secondary schools in Ilorin South. Stratified random sampling techniques were used to select the 75 SS2 students for the study. Data collected was analysed using t-test and analysis of variance (ANOVA). The result of the findings revealed that both self-management strategies and mastery learning significantly contribute to improved learning outcomes in civic education. Students who engaged in self-directed learning and mastery-oriented approaches demonstrated enhanced understanding and mastery of civic education concepts. It was recommended that there is a need to raise student awareness about the benefits of self-management and mastery learning. Encouraging students to take ownership of their learning, set goals, and adopt strategies that align with their learning styles.
References
Enyiaka, J. U., Aminigo, I. M., & Osaat, S. D. (2018). Basis of Civic Education in The Philosophy of Aristotle: A Nigerian Reflection. International Journal of Research and Review, 5(9), 31-42.
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124.
Guskey, T. R. (2007). Closing achievement gaps: revisiting Benjamin S. Bloom's “Learning for Mastery”. Journal of Advanced Academics, 19(1), 8-31.
Guskey, T. R. (2022). Implementing mastery learning. Corwin Press.
Hoon, T. S., Kee, K. L., & Kamalu, N. S. M. (2018). Self-management strategies in a student-driven learning environment. In Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 358-367). IGI Global.
Koşar, G., & Bedir, H. (2018). Improving knowledge retention via establishing brain-based learning environment. European Journal of Education Studies. 4(9), 208-218. http://dx.doi.org/10.46827/ejes.v0i0.1781
Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89(1), 41.
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self‐concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child development, 76(2), 397-416.
Oloko, S. O. (2016). Effects of Mastery Learning and Self-Management Strategies on Learning Outcomes in Civic Education Among Senior Secondary School Students in Ibadan, Nigeria. Doctoral dissertation, Faculty of Education, Department of Counselling and Human Development Studies, University of Ibadan, Nigeria).
Oyeyemi, T. K. (2012). Evaluating peace education as mainstream curriculum: A study of Nigerian junior secondary schools. Doctoral dissertation. University of Phoenix.
Ratnaningsih, R., & Gunawati, D. (2020). The Effect of Students’ Perceptions on Civic Education Learning on the Mastery of Concepts. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 3(1), 104-111.
Zhu, M., & Doo, M. Y. (2022). The Relationship Among Motivation, Self-Monitoring, Self-Management, And Learning Strategies of MOOC Learners. Journal of Computing in Higher Education, 34(2), 321-342.
Copyright (c) 2024 Adekola Kamil Lasisi, Islamiyyah Olajire Ibraheem, Ismail Alabi Muibudeen
This work is licensed under a Creative Commons Attribution 4.0 International License.
