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IJSTR >> Volume 8 - Issue 8, August 2019 Edition

International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616

Effect Of Online Mastery Learning Strategy On Achievement In English In Relation To Cognitive Ability

[Full Text]



Ram Mehar, Shrutee Kanwar



Online Mastery Learning Strategy, Conventional Teaching Strategy, Achievement in English, Cognitive Ability



The present study investigates the effect of online mastery learning strategy on achievement in English in relation to cognitive ability. The sample consisted of 120 students of 9th class from two private schools of Aligarh District in Uttar Pradesh affiliated to Central Board of Secondary Education, New Delhi. The study covered two independent variables viz. instructional strategies, cognitive ability. The variable of instructional strategies was studied at two levels, namely online mastery learning strategy and conventional method of teaching. The variable of cognitive ability was studied at three levels, namely high, average and low cognitive ability. The dependent variable was the performance gain which was calculated as the difference in post-test and pre-test scores. A pre-test was conducted on achievement in English. The experimental group was taught through10 lesson plan based on online mastery learning strategy and the control group was taught through conventional method by the investigators. The post-test was conducted. The descriptive statistics techniques such as Mean, and Standard Deviation were used in the analysis of data. The F-ratio and t-test were employed to find significance of difference between means related to different groups and variables. The data was analyzed using 2×3 Analysis of Variance and following conclusions were drawn: (i) The achievement of group taught through online mastery learning strategy is much higher than that of conventional method of teaching. (ii) The performance of high cognitive ability groups was higher than that of average and low cognitive ability groups. (iii) There was significant interaction effect between online mastery learning strategies and cognitive ability on achievement in English.



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