Abstract

This study determined the effects of the mastery learning instructional strategy on students’ academic achievement in Motor Vehicle Mechanics Works in technical colleges in Akwa Ibom State. Two specific objectives, along with their corresponding research questions and hypotheses, guided the study. A quasi experimental pre test, post test research design was adopted. The population comprised 177 Senior Technical II students from nine public technical colleges in the state, from which 68 students (60 males and 8 females) were selected from two intact classes using purposive and random sampling techniques. Two instruments were used for data collection: the Mastery Learning Instructional Packages (MLIP) and the Motor Vehicle Mechanics Works Achievement Test (MVMWAT). The Mastery Learning Instructional Packages constituted the treatment for the experimental group, while the control group was taught using conventional lesson plans. The instruments were face validated by three lecturers from the University of Uyo, Akwa Ibom State. The reliability coefficient of the MVMWAT, determined using the test–retest method, was 0.84. The experiment lasted four weeks and covered four instructional lessons. Mean and standard deviation were used to answer the research questions, while the hypotheses were tested using Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The findings revealed a significant difference between the mean post-test scores of students in the experimental and control groups in favor of the experimental group. However, there was no significant difference in the mean achievement scores of male and female students exposed to the mastery learning instructional strategy and the conventional lecture method. The study recommended that teachers of Motor Vehicle Mechanics Works in technical colleges in Akwa Ibom State should adopt the mastery learning instructional strategy alongside conventional teaching methods to improve students’ academic achievement.

Keywords: Mastery Learning Instructional Strategy, Academic Achievement, Motor Vehicle Mechanics Works, Gender

https://doi.org/10.5281/zenodo.21216834

Authors:

Namkere John Udoudo, PhD
Department of Industrial Technology Education
Faculty of Vocational Education,
Library and Information Science,
University Of Uyo, Uyo

Copyright © [2026] The Author(s). Published by the Journal of People and Worldviews (JPW). This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author(s) and source are properly credited.