Effect of Mastery-Learning Approach on Academic Performance in Mole Concept among Secondary School Chemistry Students In Gombe Metropolis

The study investigated effect of mastery learning approach on academic performance in mole concept among secondary school students in Gombe metropolis. The study employed quasi-experimental research design using pretest posttest non-randomized control group design. The population of the study consist of all Government Senior Secondary School class II Chemistry Students (2020/2021)1 academic session in Gombe metropolis, Gombe State. Simple random sampling technique by balloting technique was used to select 2 Schools in Gombe metropolis, Gombe State. A sample size of 85 (46 Male; 39 Female) class (II) students were selected for the study using an intact class.  Two groups formed are Experimental Group and the Control Group. The instrument used Mole Concept Performance Test (MCPT) was validated and had a reliability coefficient of 0.78 using Pearson Product Moment Correlation. Two research questions guided the study with a corresponding hypothesis tested at 0.05 level of significance using t-test Inferential statistic. The finding revealed that there is significance difference in the academic performance of students taught using mastery learning approach and lecture method. Therefore, students in experimental group taught using mastery learning approach performed better than those in control group taught using lecture method. Based on findings, it was recommended among others that seminars, workshops and conferences should be organized by Educational Organizations such as Science Teachers Association of Nigeria (STAN) for chemistry teachers to update them with the use of Mastery Learning Approach so as to improve the academic performance of students.