The effects of learning products of context based scenario accompanied mastery learning strategy

In this research, it has been studied the effect of mastery learning method, supported by context based learning model, on students learning subjects. It has been inquired, mathematics curriculum, the new tendencies of reconstruction of mathematics teaching at national and international level, contemporary education understandings, context based learning approach and mastery learning strategy. This study has been realized by using experimental design with pretest- posttest control group. This survey consist of 84 students attending a private secondary school located in Muratpaşa district in Antalya in 2012-2013. The students represent a high socio- economic level group. In the research Academic Achievement Test (AAT) and Mathematics Attitude Scale (MAS) have been used. The AAT has been developed by researcher to evaulate the acquisition of students on "Measurements" chapter with subtitle "Length and Area Measurements" using test including 20 questions. In this study MAS has been used to measure the conception of students regarding Mathematics subject. The scale consists of 38 items and was applied to 128 students in terms of scale reliability and factor analyses. The main objective of research is to investigate the effect of mastery learning strategy integrated with context based learning model on achievments and attutudes of 6th grade secondary class students in mathematics courses. This survey was carried out with 6th grade 84 students studying at Özel Antalya İlköğretim Okulu in district of Muratpaşa in Antalya. These four classes of students was determined as two in experimental group and other two as control group. Lessons designed on mastery learning method integrated with real-life context based learning model were implemented on experimental group and on control group was applied activities on teacher guide book. For eight weeks period, before and after experimental practice, achievment test and attitude test was applied as pretest and posttest to experimental and control groups. At the end, the outcomes of the research based on obtained indicators are as follows: At the beginning of process there is not meaningful difference on academic achievment test and attitude test arithmetic mean grades between students implemented mastery learning method integrated with real-life context based learning model and students who carry out activities on teacher guide book. At the end of the experimental process, the results of academic achievment test was meaningfully in favor of experimental group. Compering pretest an posttest arithmetic grades of groups in itself there was observed significant difference on academic achievment test, while on attitute test grades the difference was not at important level.It is considered that the results of this research would contibute to academicians, administrators, experts and educational politicians studies on sphere of mathematics education, instruction and curriculum. Key words: Context based learning, mastery learning strategy, Mathematics education