THE EFFECT OF BLOOM’S MASTERY LEARNİNG MODEL ON PRIMARY SCHOOL FIFTH GRADE STUDENTS’ MATHEMATICS

Abstract

The purpose of the research is to assert the effects of mastery learning model on mathematics achievement of primary education fifth grade students. A pre-test and post-test model with control group was used. This research was carried out within the primary education in Karşıyaka, İzmir with fifth grade students taking mathematics in the second term of 2010-2011 academic year. There were 36 students in the experimental group and 34 students in the control group. An achievement test on mathematics course in the form of a pre-test, a post-test developed by the researcher-were implemented to the experimental and the control group. The experimental group was given lessons with mastery learning activities whereas the control group was instructed in traditional methods. Two-way variance in repeated measures was used in assessing data of learner’s mathematics course achievement. SPSS 13 statistical software was run to analyze the received data. Results obtained by the analysis of achievement test data demonstrated a significant difference between achievement test scores of the experimental group, between pre-test and post-test. Conversely, there was no significant difference between the pre-test and post-test of the control group.