THE INFLUENCE OF INSTRUCTIONAL DESIGN FOR MASTERY AND ACTION LEARNING STRATEGIES ON ACADEMIC PERFORMANCE IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN AKWA IBOM STATE

Abstract

This study examined the influence of instructional design for mastery and action learning strategies on the academic performance of junior secondary school students in Social Studies across public secondary schools in Akwa Ibom State. A quasi-experimental design with pre-test and post-test control groups was employed, involving 270 students and 18 Social Studies teachers from nine selected schools across Uyo, Eket, and Ikot Ekpene Senatorial Districts. The pre-test results showed that students in the Instructional Design for Mastery group had the highest initial academic performance (mean = 51), followed by the Action Learning Strategy group (mean = 49) and the Control Group (mean = 47). After the intervention, post-test scores significantly improved, with mean scores of 86.67, 80, and 56.67 for the mastery learning, action learning, and control groups, respectively. Paired t-tests confirmed significant differences in academic performance, with the mastery learning group showing the highest improvement (t = 12.45, p = 0.0001). Survey results indicated that student engagement was highest in the mastery learning group (mean = 86.67%), followed by the action learning group (77.67%) and the control group (60%). ANOVA results further confirmed significant performance differences across groups (F = 25.50, p = 0.0001). Additionally, no significant gender differences were found in post-test scores. The study concluded that mastery learning strategies significantly enhanced academic performance, student engagement, and instructional effectiveness. It recommended integrating mastery learning strategies into Social Studies curricula to improve academic outcomes in Akwa Ibom State.