Title: Comparative Effects Of Mastery Learning And Metacognition On Chemistry Students' Interest In Delta State
Authors: ONOJEGBE
Onajite Maureen
Prof. O. P. Ajaja
Dr. E.O. Oyovwi
Volume: 10
Issue: 5
Pages: 333-342
Publication Date: 2026/05/28
Abstract:
This study compared the effects of mastery learning and metacognition methods on chemistry students' interest in Delta State, guided by four research questions and four null hypotheses. A quasi-experimental pre-test, post-test design with a 2 × 2 factorial matrix was adopted. The population comprised 29,817 Senior Secondary II chemistry students from mixed public secondary schools in Delta State (2023/2024). A sample of 265 students was drawn from six schools using multi-stage sampling. Instructional methods were randomly assigned to intact classes. The Students' Interest Scale in Chemistry (SISIC) served as the data collection instrument, validated for face, content, and construct validity. Reliability was established using Cronbach's alpha (r = 0.86). Instructional sessions lasted six weeks, followed by post-tests. Data were analyzed using independent t-test and ANCOVA at the 0.05 significance level. The findings revealed: (i) a significant difference in mean interest scores among students taught with mastery learning and metacognition methods; (ii) no significant difference between male and female students' interest scores under mastery learning; (iii) no significant difference between male and female students' interest scores under metacognition; (iv) no significant interaction effect between sex and instructional methods on students' interest and achievement in chemistry. The study concluded that mastery learning and metacognition methods are more effective than lecture methods for fostering students' interest in chemistry. Recommendations include that chemistry teachers in Delta State secondary schools should adopt mastery learning as a primary strategy for improving students' interest.