Abstract
This study investigated the effect of mastery learning approach on academic achievement of students in EDU 112 (Child Development) among NCE students in Sa’adatu Rimi College of Education Kumbotso, Kano State. Nigeria. Three research purposes with corresponding hypotheses were raised and tested in the study. Quasi-experimental research designs (post test only) was employed for the study. The population of the study comprised all NCE 1 students of the College with total number of one thousand six hundred and thirty-three (1633). A sample of three hundred and twenty two students was obtained for the study, using simple random sampling technique. The data collected were analyzed using t-test for independent sample, to test hypotheses of the study. From the findings of the study, it was concluded that, mastery learning approach is the best way of teaching EDU 112 Child Development. Moreover, male students perform better academically in Child Development compared to their counterparts. Finally, gender difference does not influence academic achievement of Child Development among N.C.E students in conventional approach group in S.R.C.O.E. Kumbotso. Based on these findings it was recommended that, lecturers should employ mastery learning approach and involve their students in teaching/learning process in Child Development, so as to enhance the level of academic achievement among students. Female students should be encourage to participate in discovery and mastery learning class so as to meet their counterpart. Parents and guardians should supervise and assist their children in mastering their school activities

Keywords
Mastery learning approach, EDU 112 Child Development and Academic Achievement