Effect of direct instruction and mastery learning on academic achievement of senior secondary school science students: an experimental study on Chhapra District of Bihar

The present study is an experimental one and it was conducted in Chhapra district of Bihar. The investigators have taken 80 senior secondary students having chemistry as a subject as the sample for their investigation by using purposive random sampling technique. Quasi-experimental design was used to determine the effect of direct instruction and mastery learning on academic achievement of senior secondary school science students with pre-test-parallel-matchedgroup-post-test design. For collection of data the investigators have used two achievement tests of chemistry constructed and standardized by the investigators themselves and t-test has also used for analysis and interpretation data. The main findings of the study are: (i) There exists a significant difference in post-test scores of senior secondary school science boys students taught through direct instruction and mastery learning (ii) There exists a significant difference in post-test scores of senior secondary school science girls students taught through direct instruction and mastery learning (iii) There exists no significant difference in post-test scores of senior secondary school science boys and girls students taught through mastery learning (iv) There exists significant difference in post-test scores of senior secondary school science students taught through direct instruction and mastery learning