K, Vyas. (2017). Effectiveness of Mastery Learning Strategy on Pupils’ Achievement in English considering their Intelligence, Socio-Economic Status and Self-Concept. Unpublished. Ph.D., Education. B.R Ambedkar University, Agra.
The objectives of the study were: (1) To compare the pupils’ achievement in English by teaching through Mastery Learning Strategy (MLS) and conventional method. (2) To compare the pupils’ achievement in English by teaching through MLS and conventional method by keeping intelligence as controlling variable. (3) To compare the pupils’ achievement in English by teaching through MLS and conventional method keeping SES as controlling variable. (4) To compare the pupils’ achievement in English by teaching through MLS and conventional method keeping self-concept as controlling variables.
The hypotheses of the study were: (1) There will be no significant difference between pupils’ achievement in English by teaching through MLS and conventional method. (3) There will be no significant difference between pupils’ achievement in English by teaching through MLS and conventional method by controlling their socio-economic status. (4) There will be no significant difference between pupils’ achievement in English by teaching through MLS and conventional method by controlling their self-concept.
Sample consisted of 200 pupils of class IX of Sarla Devi Secondary School, Mathura City.
Tools used were: General Mental Ability Test by S. Jalota, Socio-Economic Status Scale by S.P. Kulshreshta, Self-Concept Test by G.P. Sherry, and Formative Summative Achievement Test for English Grammar were constructed by the investigator.
The present study was experimental. Treatment continued for 5 months. Statistical analysis used was t-test and ANOVA
The findings of the study were: (1) The achievement in English of pupils taught through MLS was significant higher than those taught English through conventional method. (2) The achievement in English of pupils taught through MLS was significant higher than those taught English through conventional method when the groups were matched with respect to intelligence. (3) The achievement in English of pupils taught through MLS was significant higher than those taught English through conventional method when the groups were matched with respect to socio-economic status. (4) The achievement in English of pupils taught through MLS was significant higher than those taught English through conventional method when the groups were matched with respect to self-concept.
Keyword(s): Effectiveness, Effectiveness, Learning Strategy, English , Pupils’ Achievement, Intelligence, Intelligence