Mastery Learning for Quality Enhancement Among Trainee Teachers: An Empirical Assessment

Quality at the basic school is hinged on the quality of teachers produced in the society. This paper enquired into Mastery Learning as a solution to some problems identified during teaching practice supervisions and monitoring. The inappropriate use of both lower- and upper-case alphabets was observed among some trainees while on teaching practice, and this was rectified to the barest minimum using Mastery Learning. 100 students were selected from the first- and second-year students of Michael Otedola College of Primary Education using a stratified sampling technique. They wrote the alphabet using 2D exercise books in lower- and uppercase, marked and scored by the leader of each combination, and then submitted for vetting. Validity was determined by the sample chosen, and the reliability coefficient was 0.86. Corrections and remediation were provided until 90% of the sample could correctly write the alphabet in both lowercase and uppercase. The effects were identified, and solutions were proffered. Suggestions and recommendations were put forward in enhancing quality by ensuring mastery of every concept before the trainees are posted for Teaching Practice.