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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum
Hassan, Olusola
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Classroom applicability of blooms mastery learning as perceived by teachers Hassan, Olusola
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 22 No. 1 (2022): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v22i1.43372

Abstract

This study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers' perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.74. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed on the whole, teachers' perception does not favour the use of blooms mastery in public senior secondary. Result also showed significant difference between teachers with post-graduate qualification and teachers with Bachelor degree, but no significant difference was found based on teachers' experience. The result also finds no significant difference on the basis of gender.  The study recommends that Government should re-orientate teachers to change their views and make efforts to apply mastery learning as it has recorded positive results.  
Preferential treatment moderating role on parental social economic status impact on students achievement in computer studies Hassan, Olusola; Adetayo, Janet Oyebola; Olurinola, Oluwakemi; Olugbuyi, Olusile
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 23 No. 2 (2023): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v23i2.59282

Abstract

Parental Social Economic Status will continue to change from time to time and there has been inconsistency on its impact on students' academic performance. This study investigated the moderating effect of preferential treatment on the impact of Parental Social Economic Status on students' academic performance in Ogun state. The study used descriptive survey research design with 392 students as sample, selected through multi stage sampling approach. Parental Social economic Status Scale (PSESS, 0.77), Preferential Treatment Scale  (PTS0.82) and Students Academic Perfroamnce Proformat were used for data collection.  Percentage and regression were used for data analysis. Finding of the study showed that PSES and preferential treatment has significant impact on students academic performance ((F(1,390) = 173.734 P < 0.05, F(1,390) = 7.250 P < 0.05).  The combination of PSES and preferential treatment also produced significant outcome ((F(1,389) = 87.956 P < 0.05). The moderating effect of preferential treatment on the impact of PSES on students' academic performance was also significant (t = 12.869, p <0.05). It is concluded that there is significant moderating effect of preferential treatment on impact of PSES on students' academic performance in senior secondary schools in Ogun State 
Co-Authors Adetayo, Janet Oyebola Olugbuyi, Olusile Olurinola, Oluwakemi