Tables index

From

Effects of Mastery-Based Learning Approach on Pre-service Mathematics Teachers’ Geometry Performance in Volta Region Colleges of Education, Ghana

Eric Quarshie Kakraba

American Journal of Educational Research. 2020, 8(9), 615-621 doi:10.12691/education-8-9-2
  • Table 1. Quasi-experimental design
  • Table 2. Mean and standard deviation on the difference in the performance of pre-service mathematics teachers taught geometry with and without mastery-based learning approach.
  • Table 3. Mean and standard deviation on the performance of the male and the female pre-service mathematics teachers taught geometry using MLA in the experimental group.
  • Table 4. Summary of ANCOVA on the difference in the performance of pre-service mathematics teachers taught geometry with MLA and those taught with TTA
  • Table 5. Summary of ANCOVA on the difference in the performance of the male and the female pre-service teachers taught geometry with mastery-based learning approach