This study examined effects of mastery learning and problem solving teaching methods on attitude to mathematics learning among Senior Secondary School Students in Gusau, Zamfara State. Quasi-experimental research design was used for the study. Four Secondary Schools were randomly selected and assigned to experimental and control groups. A total of four hundred and fifty (450) students were used for the study. Data was collected using a 25- item Mathematics Achievement Test (MAT) made up of

more »

... s in probability perceived as a difficult topic. The instrument was pilot tested and Kuder Richardson formula 21 (KR21) was used to establish the reliability coefficient (r = 0.83). Pre-test was administered to both the experimental and control groups to ascertain if the three groups were comparable and have the same entry characteristics before the treatment. A post-test was administered to both groups after two weeks of exposing the experimental group to mastery learning and problem solving methods and the control group to traditional/ conventional (lecture) method. Attitude and anxiety of the students towards mathematics were also tested in the study with validated instruments. Data collected was analyzed using descriptive statistics and Analysis of Variance (ANOVA). The results which were significant were further analyzed with Scheffe's multiple comparison test which showed a significant difference between all the pairs (MLA and PSA; MLA and control, PSA and control. But with mastery learning having the greatest mean score. Hence it was recommended as the most efficient of the teaching methods.