THE ROLE OF MASTERY LEARNING IN IMPROVING ACADEMIC ACHIEVEMENT AND RETENTION IN ALGEBRA: A REVIEW

Abstract

Algebra forms the foundation of advanced mathematical reasoning and problem-solving, making it an essential subject in secondary education. However, persistent challenges in academic achievement and retention in Mathematics, particularly in Nigeria, continue to undermine students’ performance in national examinations such as WAEC, NECO, and NABTEB. This review explores the role of Mastery Learning as an instructional strategy designed to improve students’ achievement and long-term retention in Algebra. Drawing on Bloom’s theory of Mastery Learning, the paper highlights key features such as stepwise instruction, formative assessment, corrective feedback, and individualized learning. Empirical evidence from Nigeria and other contexts demonstrates that Mastery Learning promotes higher levels of conceptual understanding, problem-solving ability, and sustained retention compared to conventional teacher-centred approaches. Findings also suggest positive implications for gender equity, learner motivation, and cumulative learning outcomes. Despite these benefits, research gaps remain, particularly in the areas of longitudinal studies, regional disparities, and integration of digital learning tools with mastery-oriented instruction. The paper concludes by recommending the adoption of Mastery Learning principles in classroom practice, teacher education, and curriculum policy as a viable means of enhancing achievement and retention in Algebra and, by extension, secondary school Mathematics.