Thesis:

Influence of mastery learning approach in sciences on Students' academic performance. A case study of Garissa County, Kenya.

This study investigated the influence of the mastery learning approach on students’ academic performance in science subjects in public secondary schools in Garissa County, Kenya. Mastery learning is an instructional strategy that emphasizes individualized pacing, continuous assessment, and timely corrective feedback, ensuring that learners attain a high level of comprehension before advancing to new concepts. The study sought to evaluate the effectiveness of this approach in improving science education outcomes, particularly in underperforming and resource-constrained regions such as Garissa County. The study was guided by four specific objectives: to assess the influence of monitoring mastery learning techniques on science learning outcomes of secondary school students in Garissa County; to evaluate the influence of corrective instruction on mastery learning outcomes in sciences among secondary school students; to examine the influence of formative assessment on mastery learning outcomes in sciences; and to evaluate the influence of evaluative mastery learning on science learning outcomes among secondary school students in Garissa County. Grounded in Robert Gagne’s Conditions of Learning Theory, the research employed a mixed methods approach, integrating both quantitative and qualitative methodologies. A purposive sample of 80 respondents was selected, comprising 5 principals, 5 deputy principals, 20 science teachers, and 50 students drawn from five public secondary schools. Data collection instruments included structured questionnaires, interview guides, and document analysis. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation analysis, while qualitative data were coded thematically to identify emerging patterns. The findings demonstrated statistically significant positive correlations between mastery learning components and students’ academic performance. Corrective instruction exhibited the strongest correlation (r = 0.723, p = 0.000), followed by evaluative learning (r = 0.606, p = 0.000), and formative assessment (r = 0.558, p = 0.000). Monitoring techniques were also found to be critical in supporting instruction, offering real-time feedback, and enhancing learners’ progression through the science curriculum. The study concluded that mastery learning enhances academic outcomes by fostering student-centered learning, addressing individual learning needs, and closing performance gaps. It is particularly impactful in marginalised educational settings where traditional methods have underperformed. The study recommends the integration of mastery learning in science instruction, incorporation of mastery principles in teacher training programs, and policy support for resource allocation to facilitate effective implementation. These findings have implications for improving science education quality and equity in Kenya, contributing toward national development goals under Vision 2030.