Abstract

This paper reports on a study related to the influence of mastery learning on Primary Three students' mathematics learning outcomes. The outcomes are defined in terms of academic achievement and affective outputs including Mathematics achievement test performance, attitude towards Mathematics, Mathematics self-concept and anxiety towards Mathematics. The study was conducted in a primary school as a quasi-experimental design with pre-tests and post-tests supplemented by interviews. The results revealed that there were no significant differences in students' academic performance between experimental and control groups.

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