Influence of Collaborative Mastery Learning (CML) on Achievement and Perception in Integrated Science Among Junior Secondary School (JSS) Students in Bomet County, Kenya

Abstract This study investigated the influence of Collaborative Mastery Learning (CML) on students’ perception and academic achievement in Integrated Science among Junior Secondary School (JSS) students in Bomet County, Kenya. A quasi-experimental design with pre-test and post-test control groups was employed. A sample of 240 Grade 7 students was selected using stratified and simple random sampling techniques. The experimental group was taught using CML strategies, while the control group received conventional instruction. Data were collected using an Integrated Science Achievement Test (ISAT) and a Student Perception Questionnaire (SPQ). Content and construct validity of the instruments were established through expert review and factor analysis. Reliability was confirmed through a pilot study, yielding a KR-20 coefficient of 0.82 for the ISAT and a Cronbach’s alpha of 0.88 for the SPQ. The findings revealed that students exposed to CML scored significantly higher in post-test scores and expressed more positive perceptions of the learning environment. Secondly CML approach was equally effective in improving achievement and perception of both boys and girls in Integrated Science. The study recommends the integration of CML strategies in teaching Integrated Science at the JSS level to enhance learner engagement and academic outcomes.