This study investigated the effect of mastery-based learning approach on pre-service mathematics teachers’ performance in geometry in Volta Region Colleges of Education, Ghana. Two research questions and two hypotheses, evaluated at the level of.05 alpha, guided the analysis. The study had adopted a quasi-experimental approach for testing. Two colleges were sampled on purpose. Participated in this study was a group of 87 first years of the four year bachelor of education pre-service mathematics teachers program. Data was collected for the research before and after the treatment using multiple choice test items. The validated instrument had a reliability of 0.80. Data analysis was carried out using descriptive statistics (mean and standard deviation) and Covariance Analysis (ANCOVA). The study found that the use of mastery-based learning approach had a positive effect on the learning achievement of pre-service teachers as compared with the traditional method of teaching geometry and there was a slightly higher mean achievement scores in favor of the male. There was a significant disparity between the mean achievement scores of students exposed to mastery-based learning approach and traditional approach of teaching elementary geometry, both pre- and post-test. Also, the achievement score of male and female pre-service teachers taught using mastery-based learning methodology was not significantly different. The study recommended among others the adoption of mastery-based learning approach in teaching geometry, since it has proven to aid improved pre-service teachers’ learning achievement in geometry.

mastery-based learning, geometry, traditional teaching approach, pre-service mathematics teachers