Assessment of Teachers Efficacy of Mastery Learning in the Implementation of Social Studies Curriculum in Nomadic Schools, Kurfi, Katsina State
DOI:
https://doi.org/10.70886/ujer.25131.005Keywords:
Curriculum implementation, Mastery learning, Social studies, Nomadic educationAbstract
The study investigated assessment of Teachers Efficacy in the Implementation of social studies curriculum in nomadic schools, Katsina state, Nigeria. Two objectives, research questions and hypotheses guide the study. The study adopted a descriptive survey. The population for the study was 1,411 classroom teachers in the 348 primary schools in, Katsina State. The sample for the study was 291 classroom teachers selected from 22,995 basic lower and middle basic school teachers who formed the total study population. The reliability of the instrument was carried out using a test and re-test method. The results of the tests were correlated using Person Moment Correlation Co-efficient which yielded 0.68 coefficient. Research questions were answered using frequency and percentage, while hypotheses were tested using Chi-square statistical tool. Classroom teachers are knowledgeably versed of mastery learning instructional strategy in implementation of Social studies curriculum for Nomadic schools in Katsina state. Classroom teachers’ understanding of mastery learning were positive. Majority of them responding positively to questionnaire items designed to assess their attitude toward the instructional approach. Age does not have influence on knowledge of mastery learning instructional strategy among classroom teachers. The study recommended that Deliberate effort should be made by ministries of education through organization of workshops and conferences for classroom teachers in basic schools.to advance their skills on the usage of mastery learning instructional strategy. New recruits posted to nomadic schools should be informed and prepared on the benefits of mastery learning instructional strategy by school administrators and instructors. Mastery learning instructional strategy should be given importance and also applied in Colleges of Educations and other teacher education programmes in tertiary institutions to aid pre-service teachers acquire requisite knowledge and skills on the approach.
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