SELF-MANAGEMENT STRATEGIES AND MASTERY LEARNING'S IMPACTS ON CIVIC EDUCATION AMONG SENIOR SECONDARY SCHOOL STUDENTS

This study examined self-management strategies and mastery learning's impacts on learning outcomes in civic education among senior secondary school students in Ilorin metropolis. The study employed a pretest, post-test and control group quasi-experimental design using a 3 x 2 x 3 factorial matrix. The population of this study comprised all the SS2 students in public senior secondary schools in Ilorin South. Stratified random sampling techniques were used to select the 75 SS2 students for the study. Data collected was analysed using t-test and analysis of variance (ANOVA). The result of the findings revealed that both self-management strategies and mastery learning significantly contribute to improved learning outcomes in civic education. Students who engaged in self-directed learning and mastery-oriented approaches demonstrated enhanced understanding and mastery of civic education concepts. It was recommended that there is a need to raise student awareness about the benefits of self-management and mastery learning. Encouraging students to take ownership of their learning, set goals, and adopt strategies that align with their learning styles.


Statement of the Problem
In the realm of education, the integration of self-management strategies and mastery learning is often seen as a promising approach to enhancing learning outcomes.However, despite the potential benefits, several significant challenges and issues warrant attention and investigation.
The key problems associated with the LGA.

Purpose of the Study
The main purpose of the study is to determine the effectiveness of self-

Hypotheses
The following hypotheses were tested at 0.05 significance level.  of this study include its inability to use more than 75 participants.More qualified participants were excluded.Many schools were also not used because of the experimental nature of the study.The limitation of this study also included its inability to collect qualitative data to buttress the quantitative findings.

Testing of the Hypotheses
H01: There is no significant difference in the gain scores (pre-and post-experimental scores) of the experimental group 1he control group Table 1 shows the result obtained from testing hypothesis one.From the table, it is shown that t. calculated is 4.62, the degree of freedom is 48 and the significance is 0.00.Since the significant level is less than 0.05, the null hypothesis is rejected.Thus, there was a significant difference in the gain scores of the experimental group 1 and the control group.
H02: There is no significant difference in the gain scores (pre-and post-experimental scores) of the experimental group 2 and the control group.
Table 2 shows the result obtained from testing hypothesis two.From the table, it is shown that t. calculated is 3.54, the degree of freedom is 48 and the significance is 0.00.Since the significant level is less than 0.05, the null hypothesis is rejected.Thus, there was a significant difference in the gain scores of the experimental group 2 and the control group.

Discussion of Findings
The result of hypothesis one shows that there is a significant difference in academic achievement of students in civic education among students exposed to self- management and those who did not.
Hypothesis two revealed that there was a significant difference in the attitude of students to civic education among students exposed to mastery learning and those who did not.Also, the hypothesis reinstated the null-hypothesis and showed that there was a significant interaction effect of self- There is a rising decadence of morals, values, attitudes and alarming rates of social vices such as rape extensive unfold cultism popularly recognized as ITU (International Terrorist Union) amongst senior secondary students, human trafficking and prostitution amongst females in senior secondary institutions recognized as (pappa connection), drug abuse, night-time clubbing, dependency to social media and undesirable pregnancies.All these have contributed to bad educational success and the mindset of students in the direction of several topics along with civic education.Thus, these shape the bedrock of most instances in which expert Educational and Counseling psychologists cope with educational, vocational and socio-personal challenges in a variety of consumers in schools.The development of cognitive abilities, behavioural characteristics, attitudes, and values deemed essential for responsible citizenship and a productive social life are the metrics used to assess the quality of education.The fundamental tenet of education in Nigeria is to give every citizen the knowledge, abilities, and moral principles necessary for them to get the most out of their citizenship in society, lead fulfilling lives, and contribute to the progress function in supplying the know-how and skills required for students" effectivity and effectiveness.Civic Education is an indispensable element of whole-person training which pursues fostering students' high-quality values and attitudes through the college curriculum and the provision of assorted learning experiences.Civic Education is diagnosed extensively as being of extremely good significance for the economic well-being of countries due to the fact of the proper morale and values of the citizenry.Therefore, civic training is the kind of academic and knowledge to higher grades and overall success in learning outcomes.Marsh et al. (2005) revealed that changes in academic achievement are influenced by changes in academic selfconcept.However, the opposite is also accurate: success results in modifications to one's academic self-concept.They therefore give backing for the model of reciprocal effects.The findings of Guay et al (2003) also support a relationship of the sort of reciprocal effects between prior academic self-concept and subsequent academic achievement in the early and middle elementary grades.In this study, students in grades 2, 3, and 4 were assessed annually over three years.For all three age cohorts, there was more support for the self-enhancement model (which holds that academic achievement predicts subsequent achievement) than the skilldevelopment model (which holds that academic self-concept predicts subsequent achievement).In a sample of upper-middle and high school pupils from Australia.Early evidence in favour of the reciprocal effects concept was presented by Marsh and Yeung (1997).Reading, science, and maths academic achievement were found to positively predict later academic selfconcept in the path models they estimated.However, these findings seem to support the notion that both academic self-concept and achievement can impact one another.Although this predictive association was marginally stronger than the predictive relationship between academic selfconcept and subsequent achievement.the development of lifelong learning skills and set the foundation for academic success.Based upon this conviction, this study intended to study the impact of self-management strategies and mastery learning on the learning outcome in Civic Education among secondary schools in Ilorin South Local Government Area of Kwara State.
from various literatures reviewed and to the best of the researchers" knowledge, none of them has combined the mastery learning and selfmanagement strategies in enhancing students learning outcomes in Civic Education in Ilorin South Local Government.According to the literature that has been reviewed, academics and researchers have worked on improving students' learning outcomes in a variety of subjects, but none have combined mastery learning and self-management strategies to improve student's learning outcomes in civic education in Ilorin South LGA.To improve civic education learning outcomes for senior secondary school students in Ilorin South LGA, the researcher wants to determine how well self-management and mastery learning strategies work among secondary school students in Ilorin South in Civic Education.Students who engaged in selfdirected learning and mastery-oriented

Table 1 t
-Test Table Showing the significant difference in the Gain Score of the Experimental Group Treated with the Self-management Techniques and the Control Group

Table 2 t
-Test Table Showing the difference in the Gain Scores of the Experimental Group 2