The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach

Mohd Hasril Amiruddin; Fathin Liyana Zainudin

doi:doi:10.11648/j.ijvetr.20150102.12

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The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach

Mohd Hasril Amiruddin, Fathin Liyana Zainudin

Published in International Journal of Vocational Education and Training Research (Volume 1, Issue 2)

Received: 27 July 2015 Accepted: 13 August 2015 Published: 14 August 2015

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Abstract

Research indicates that low academic achievement amongst Aboriginal (Orang Asli) students is due to the current practices of teaching and learning in the classrooms. Additionally, the diversity of students for this community leads to different cognitive abilities and cultures, which contributing to major issues of teaching and learning effectiveness. As a part of special education community, there is a need for a review of teaching and learning strategies for Aboriginal students in the context of an entrepreneurship education. This paper addresses low academic achievement amongst Aboriginal students using mastery learning strategy (MLS) and investigates its effectiveness in the entrepreneurship education course. An experimental, pre-test and post-test, with control group design was implemented on 80 Aboriginal students from two department of Orang Asli Development Training Center in Malaysia. Students in the experimental groups were treated using MLS throughout 12 weeks. Students’ knowledge acquisition (achievement) was tested using multiple choices question, and the results were compared to the traditional learning approach (TLA) group. The findings indicated that the MLS was more effective than TLA in enhancing students’ knowledge acquisition. The implication is that the model used in this study is appropriate for teaching, promoting learning, and conducting research among Orang Asli students

Published in	International Journal of Vocational Education and Training Research (Volume 1, Issue 2)
DOI	10.11648/j.ijvetr.20150102.12
Page(s)	22-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Mastery Learning, Entrepreneurship Education, Academic Achievement, Aboriginal Students

References

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[2]	R. Mustapha, M. Omar, R. M. Yassin, and N. M. Salleh, “Aspirasi kerjaya dan minat vokasional dalam kalangan belia Orang Asli,” In the Proceedings of the Persidangan Serantau Pendidikan Inklusif dan Pendidikan Kanak-Kanak Berkeperluan Khas, pp. 280-295, 2009.
[3]	N. Othman and M. H. Amiruddin, “Different perspective of learning styles from VARK model,” Procedia Social and Behavioral Sciences, vol. 7, pp. 652-660, 2010.
[4]	N. Othman, M. H. Amiruddin and H. Hussein, “Entrepreneurial behaviour and non-cognitive entrepreneurship knowledge among the Orang Asli youths from the south zone of peninsular Malaysia,” In the Proceedings of the 10th WSEAS International Conference on Education and Educational Technology (EDU ‘11), pp. 207-211, 2011.
[5]	N. Othman and M. H. Amiruddin, “The readiness of the Orang Asli youths in venturing into entrepreneurship,” In the proceedings of the 9th WSEAS International Conference on Education And Educational Technology (EDU ‘10), pp. 235-240, 2010.
[6]	N. Othman, M. H. Amiruddin, and M. Mansor, “The entrepreneurial behavior of Orang Asli youths in south peninsular Malaysia,” International Journal of Education and Information Technologies, vol. 1 no. 5, pp. 132-139, 2011.
[7]	R. J. Murphy, S. A. Gray, S. R. Straja, and M. C. Bogert, “Student learning preferences and teaching implications. Educational Methodologies,” Journal of Dental Education, vol. 68 no.8, pp. 859-866, 2004
[8]	T. R. Guskey, “Closing achievement gaps: revisiting Benjamin S. Bloom’s learning for mastery,” Journal of Advanced Academics, vol. 19 no. 1, pp. 8-31, 2007.
[9]	Kristen, C. Schellhase., “Applying mastery learning to athletic training education,” Athletic Training Education Journal, vol. 3 no. 4, pp. 130-134, 2008.
[10]	B. J. Zimmerman and M. K. Dibenedetto, “Mastery learning and assessment: Implications for students and teachers in an era of high-stakes testing,” Psychology in the Schools, vol. 45 no. 3, pp. 206-216, 2008.
[11]	M. Ozden, “Improving science and technology education achievement using mastery learning model,” World Applied Sciences Journal, vol. 5 no. 1, pp. 62-67, 2008.
[12]	I. Y. Kazu, H. Kazu, and O. Ozdemir, “The effects of mastery learning model on the success of the students who attended: usage of basic information technologie scourse,” Educational Technology & Society, vol. 8 no. 4, pp. 233-243. 2005.
[13]	N. E. Peterman, and J. Kennedy, “Enterprise education: Perception of entrepreneurship,” Entrepreneurship Theory and Practice, vol. 28 no. 2, pp. 129-144, 2003
[14]	A. Collins and M. Robertson, “The entrepreneurial summer school as a successful model for teaching enterprise,” Education & Training, vol. 45 no. 6, pp. 324-330, 2003.
[15]	K. Lewis, “The best of intention: future plans of young enterprise scheme participants,” Education & Training, vol. 47 no. 1, pp. 470-483, 2005.
[16]	V. Vij and S. Ball, “Exploring the impact of entrepreneurship education on university non-business under- graduates,” International Journal of Entrepreneurship and Small Business, vol. 9 no. 1, pp. 86-109, 2010.
[17]	P. W. Wambugu and J. M. Changeiywo, “Effects of mastery learning approach on secondary school students’ physics achievement,” Eurasia Journal of Mathematics, Science & Technology Education, vol. 4 no. 3, pp. 293-302, 2008.
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[22]	B. S. Bloom, “The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-on-One Tutoring,” Educational Researcher, vol. 13 no. 6, pp. 4-16. 1984.

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APA Style

Mohd Hasril Amiruddin, Fathin Liyana Zainudin. (2015). The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach. International Journal of Vocational Education and Training Research, 1(2), 22-26. https://doi.org/10.11648/j.ijvetr.20150102.12

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ACS Style

Mohd Hasril Amiruddin; Fathin Liyana Zainudin. The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach. Int. J. Vocat. Educ. Train. Res. 2015, 1(2), 22-26. doi: 10.11648/j.ijvetr.20150102.12

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AMA Style

Mohd Hasril Amiruddin, Fathin Liyana Zainudin. The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach. Int J Vocat Educ Train Res. 2015;1(2):22-26. doi: 10.11648/j.ijvetr.20150102.12

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@article{10.11648/j.ijvetr.20150102.12,
  author = {Mohd Hasril Amiruddin and Fathin Liyana Zainudin},
  title = {The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {1},
  number = {2},
  pages = {22-26},
  doi = {10.11648/j.ijvetr.20150102.12},
  url = {https://doi.org/10.11648/j.ijvetr.20150102.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20150102.12},
  abstract = {Research indicates that low academic achievement amongst Aboriginal (Orang Asli) students is due to the current practices of teaching and learning in the classrooms. Additionally, the diversity of students for this community leads to different cognitive abilities and cultures, which contributing to major issues of teaching and learning effectiveness. As a part of special education community, there is a need for a review of teaching and learning strategies for Aboriginal students in the context of an entrepreneurship education. This paper addresses low academic achievement amongst Aboriginal students using mastery learning strategy (MLS) and investigates its effectiveness in the entrepreneurship education course. An experimental, pre-test and post-test, with control group design was implemented on 80 Aboriginal students from two department of Orang Asli Development Training Center in Malaysia. Students in the experimental groups were treated using MLS throughout 12 weeks. Students’ knowledge acquisition (achievement) was tested using multiple choices question, and the results were compared to the traditional learning approach (TLA) group. The findings indicated that the MLS was more effective than TLA in enhancing students’ knowledge acquisition. The implication is that the model used in this study is appropriate for teaching, promoting learning, and conducting research among Orang Asli students},
 year = {2015}
}

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TY  - JOUR
T1  - The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach
AU  - Mohd Hasril Amiruddin
AU  - Fathin Liyana Zainudin
Y1  - 2015/08/14
PY  - 2015
N1  - https://doi.org/10.11648/j.ijvetr.20150102.12
DO  - 10.11648/j.ijvetr.20150102.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 22
EP  - 26
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20150102.12
AB  - Research indicates that low academic achievement amongst Aboriginal (Orang Asli) students is due to the current practices of teaching and learning in the classrooms. Additionally, the diversity of students for this community leads to different cognitive abilities and cultures, which contributing to major issues of teaching and learning effectiveness. As a part of special education community, there is a need for a review of teaching and learning strategies for Aboriginal students in the context of an entrepreneurship education. This paper addresses low academic achievement amongst Aboriginal students using mastery learning strategy (MLS) and investigates its effectiveness in the entrepreneurship education course. An experimental, pre-test and post-test, with control group design was implemented on 80 Aboriginal students from two department of Orang Asli Development Training Center in Malaysia. Students in the experimental groups were treated using MLS throughout 12 weeks. Students’ knowledge acquisition (achievement) was tested using multiple choices question, and the results were compared to the traditional learning approach (TLA) group. The findings indicated that the MLS was more effective than TLA in enhancing students’ knowledge acquisition. The implication is that the model used in this study is appropriate for teaching, promoting learning, and conducting research among Orang Asli students
VL  - 1
IS  - 2
ER  -

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Author Information

Mohd Hasril Amiruddin

Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
Fathin Liyana Zainudin

Faculty of Electrical and Electronics Engineering, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia

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Plain Text BibTeX RIS

APA Style

Mohd Hasril Amiruddin, Fathin Liyana Zainudin. (2015). The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach. International Journal of Vocational Education and Training Research, 1(2), 22-26. https://doi.org/10.11648/j.ijvetr.20150102.12

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ACS Style

Mohd Hasril Amiruddin; Fathin Liyana Zainudin. The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach. Int. J. Vocat. Educ. Train. Res. 2015, 1(2), 22-26. doi: 10.11648/j.ijvetr.20150102.12

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AMA Style

Mohd Hasril Amiruddin, Fathin Liyana Zainudin. The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach. Int J Vocat Educ Train Res. 2015;1(2):22-26. doi: 10.11648/j.ijvetr.20150102.12

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@article{10.11648/j.ijvetr.20150102.12,
  author = {Mohd Hasril Amiruddin and Fathin Liyana Zainudin},
  title = {The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {1},
  number = {2},
  pages = {22-26},
  doi = {10.11648/j.ijvetr.20150102.12},
  url = {https://doi.org/10.11648/j.ijvetr.20150102.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20150102.12},
  abstract = {Research indicates that low academic achievement amongst Aboriginal (Orang Asli) students is due to the current practices of teaching and learning in the classrooms. Additionally, the diversity of students for this community leads to different cognitive abilities and cultures, which contributing to major issues of teaching and learning effectiveness. As a part of special education community, there is a need for a review of teaching and learning strategies for Aboriginal students in the context of an entrepreneurship education. This paper addresses low academic achievement amongst Aboriginal students using mastery learning strategy (MLS) and investigates its effectiveness in the entrepreneurship education course. An experimental, pre-test and post-test, with control group design was implemented on 80 Aboriginal students from two department of Orang Asli Development Training Center in Malaysia. Students in the experimental groups were treated using MLS throughout 12 weeks. Students’ knowledge acquisition (achievement) was tested using multiple choices question, and the results were compared to the traditional learning approach (TLA) group. The findings indicated that the MLS was more effective than TLA in enhancing students’ knowledge acquisition. The implication is that the model used in this study is appropriate for teaching, promoting learning, and conducting research among Orang Asli students},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach
AU  - Mohd Hasril Amiruddin
AU  - Fathin Liyana Zainudin
Y1  - 2015/08/14
PY  - 2015
N1  - https://doi.org/10.11648/j.ijvetr.20150102.12
DO  - 10.11648/j.ijvetr.20150102.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 22
EP  - 26
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20150102.12
AB  - Research indicates that low academic achievement amongst Aboriginal (Orang Asli) students is due to the current practices of teaching and learning in the classrooms. Additionally, the diversity of students for this community leads to different cognitive abilities and cultures, which contributing to major issues of teaching and learning effectiveness. As a part of special education community, there is a need for a review of teaching and learning strategies for Aboriginal students in the context of an entrepreneurship education. This paper addresses low academic achievement amongst Aboriginal students using mastery learning strategy (MLS) and investigates its effectiveness in the entrepreneurship education course. An experimental, pre-test and post-test, with control group design was implemented on 80 Aboriginal students from two department of Orang Asli Development Training Center in Malaysia. Students in the experimental groups were treated using MLS throughout 12 weeks. Students’ knowledge acquisition (achievement) was tested using multiple choices question, and the results were compared to the traditional learning approach (TLA) group. The findings indicated that the MLS was more effective than TLA in enhancing students’ knowledge acquisition. The implication is that the model used in this study is appropriate for teaching, promoting learning, and conducting research among Orang Asli students
VL  - 1
IS  - 2
ER  -

Copy | Download