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Effectiveness of Mastery Learning Programs: A Meta-Analysis

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Abstract

A meta-analysis of findings from 108 controlled evaluations showed that mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools. The effects appear to be stronger on the weaker students in a class, and they also vary as a function of mastery procedures used, experimental designs of studies, and course content. Mastery programs have positive effects on student attitudes toward course content and instruction but may increase student time on instructional tasks. In addition, self-paced mastery programs often reduce the completion rates in college classes.

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... The notion of mastery learning gained momentum in the 1960s with two influential models that emerged during this period: Bloom's Learning for Mastery (LFM) and Keller's Personalized System of Instruction (PSI) [10]. Bloom's LFM argues that nearly all students can achieve a high level of understanding if given adequate time and the right instructional support, moving away from the traditional bell curve approach to student performance. ...
... One of the most comprehensive meta-analyses of mastery learning was done by Kulik, Kulik and Bangert-Drowns [10]. The team aimed to understand the overall effectiveness and the factors influencing these assessments, claiming that the reviews that came before [2,4] arrived at different conclusions due to their distinct focuses and minimal study overlap. ...
... Mastery learning, grounded in the theory of Learning Edge Momentum [13], has been lauded as a strategy to support students with diverse backgrounds and skill levels [9][10][11]. This approach aims to assist students who may fall behind in their coursework [12,13] and to alleviate issues of high dropout rates, particularly in introductory programming courses, often referred to as CS1 in the discipline. ...
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This study investigates the implementation and impact of mastery learning in a computer science course, particularly during the transition from traditional teaching methods to mastery learning amidst the COVID-19 pandemic. Employing a longitudinal research methodology, the study integrates a multi-faceted data collection approach, including student feedback, focus group interviews, and a comparative analysis of learning outcomes before and after the implementation of mastery learning. The findings reveal insights into the challenges of mastery learning, highlighting its potential to enhance student engagement and cater to diverse learning needs, while also noting the necessity of balancing innovative approaches with traditional methods. The study contributes to the growing body of literature on pedagogical strategies in computer science education by providing empirical evidence on the efficacy of mastery learning. The research also offers valuable implications for future instructional strategies, aiming to enhance the learning experience in computer science and potentially influence broader educational practices.
... Jeho teória bola založená na názore, že všetci žiaci môžu zvládnuť obsah prezentovaný vo vyučovaní. Schému pre zvládnutie obsahu učiva navrhol nasledovne: pretest -vyučovanie -test -adaptačná procedúra -vyučovanie a opätovné testovanie, až pokým žiak nedosiahne aktuálne učenie sa (Kramer, S., 2006). K tomu ešte vytvoril a opísal škály na zisťovanie žiackej pozornosti a jeho záujem o kvalitu vyučovania v spojení s vyučovacím časom ho viedli k vytvoreniu vlastného systému vyučovania a učenia (Berliner, D., 1990). ...
... C. Kulik et al. (1990) na základe metaanalýzy potvrdili, že väčšina preskúmaných štúdií dosiahla pozitívnu koreláciu v postojoch žiakov k vyučovaniu a obsahu vyučovacieho predmetu, v ktorom bol model mastery learning aplikovaný. Taktiež, že už po 8. týždňoch aplikácie mastery learningu boli u žiakov dosahované postupne trvalo vyššie učebné výsledky ako u žiakov vyučovaných tradične. ...
... An academic environ-ment that promotes mastery and continuous improvement rather than inherent ability leads to better student performance, continued interest, and persistence [6, p. 13], [7,8]. Much attention has been given to mastery learning courses in secondary education, and the approach has shown an exceptionally positive effect on student achievement [9]. Several meta-analyses of mastery learning applied in elementary and secondary education have found a strong positive impact on raising students' final grades [9][10][11]. ...
... Much attention has been given to mastery learning courses in secondary education, and the approach has shown an exceptionally positive effect on student achievement [9]. Several meta-analyses of mastery learning applied in elementary and secondary education have found a strong positive impact on raising students' final grades [9][10][11]. In the undergraduate engineering setting, mastery learning has been shown to produce various positive results, including improvement in content mastery and a boost in students' performance [12][13][14]. ...
Article
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Implementing mastery learning in an undergraduate engineering course can be cumbersome, requiring instructors to restructure their evaluation and grading practices significantly. There is a lack of coherent evidence on the effects of mastery learning on undergraduate engineering students and a lack of understanding of instructors' perspectives on mastery learning. Therefore, the four objectives of this study were (1) to provide educators and researchers with an overview of how mastery learning has been applied in undergraduate engineering courses, (2) to understand the effect mastery learning has had on students' learning, (3) to understand students' experiences, and (4) document reflective feedback reported by instructors who implemented mastery learning. We employed a systematic literature review methodology to address these objectives. We surveyed eight databases for published articles. Our systematic literature review focused on studies that applied mastery learning in undergraduate engineering courses in the United States; 23 articles were reviewed and synthesized. Mastery learning was implemented through many approaches, but all implementations followed the core features of specifying learning objectives, using designated evaluation metrics to measure mastery, and providing multiple retake opportunities. The most common implementations were in Statics, Dynamics, and Thermodynamics courses. Students' final exam grades were not representative of the effectiveness of mastery learning. Yet, there was evidence that mastery learning positively affected student learning when cumulative course grades or homework grades were considered. Students' evaluation of their mastery learning experience was mixed. Five studies reported that many students learned better through mastery learning. A robust evaluation of students' experience in a mastery learning course could be ascertained better through standard survey questionnaires. After analyzing the instructor's reflective feedback, we identified 16 benefits and four limitations. We conclude the systematic review by providing recommendations for instructors considering implementing mastery learning in their undergraduate engineering courses.
... A significant amount of attention has been given to mastery learning courses in secondary education and mastery learning has shown an exceptionally positive effect on student achievement (Kulik et al., 1990). Several meta-analyses of mastery learning applied in elementary and secondary education have found a strong positive effects in raising students' final grades (Guskey & Gates, 1985;Kulik et al., 1990;Kulik et al., 1979). ...
... A significant amount of attention has been given to mastery learning courses in secondary education and mastery learning has shown an exceptionally positive effect on student achievement (Kulik et al., 1990). Several meta-analyses of mastery learning applied in elementary and secondary education have found a strong positive effects in raising students' final grades (Guskey & Gates, 1985;Kulik et al., 1990;Kulik et al., 1979). In the engineering undergraduate setting, mastery learning has been shown to produce a variety of positive results including improvements in content mastery (Averill et al., 2018;Hjelmstad & Baisley, 2020;Ranalli & Moore, 2015). ...
... An academic environ-ment that promotes mastery and continuous improvement rather than inherent ability leads to better student performance, continued interest, and persistence [6, p. 13], [7,8]. Much attention has been given to mastery learning courses in secondary education, and the approach has shown an exceptionally positive effect on student achievement [9]. Several meta-analyses of mastery learning applied in elementary and secondary education have found a strong positive impact on raising students' final grades [9][10][11]. ...
... Much attention has been given to mastery learning courses in secondary education, and the approach has shown an exceptionally positive effect on student achievement [9]. Several meta-analyses of mastery learning applied in elementary and secondary education have found a strong positive impact on raising students' final grades [9][10][11]. In the undergraduate engineering setting, mastery learning has been shown to produce various positive results, including improvement in content mastery and a boost in students' performance [12][13][14]. ...
Article
Full-text available
Implementing mastery learning in an undergraduate engineering course can be cumbersome, requiring instructors to restructure their evaluation and grading practices significantly. There is a lack of coherent evidence on the effects of mastery learning on undergraduate engineering students and a lack of understanding of instructors' perspectives on mastery learning. Therefore, the four objectives of this study were (1) to provide educators and researchers with an overview of how mastery learning has been applied in undergraduate engineering courses, (2) to understand the effect mastery learning has had on students' learning, (3) to understand students' experiences, and (4) document reflective feedback reported by instructors who implemented mastery learning. We employed a systematic literature review methodology to address these objectives. We surveyed eight databases for published articles. Our systematic literature review focused on studies that applied mastery learning in undergraduate engineering courses in the United States; 23 articles were reviewed and synthesized. Mastery learning was implemented through many approaches, but all implementations followed the core features of specifying learning objectives, using designated evaluation metrics to measure mastery, and providing multiple retake opportunities. The most common implementations were in Statics, Dynamics, and Thermodynamics courses. Students' final exam grades were not representative of the effectiveness of mastery learning. Yet, there was evidence that mastery learning positively affected student learning when cumulative course grades or homework grades were considered. Students' evaluation of their mastery learning experience was mixed. Five studies reported that many students learned better through mastery learning. A robust evaluation of students' experience in a mastery learning course could be ascertained better through standard survey questionnaires. After analyzing the instructor's reflective feedback, we identified 16 benefits and four limitations. We conclude the systematic review by providing recommendations for instructors considering implementing mastery learning in their undergraduate engineering courses.
... This method can improve the teaching outcomes of the competency-based courses. Many studies have pointed out that mastery learning can increase the outcomes and enhance the learner's confidence in the subjects [2,9,10]. For example, applying the mastery learning in nursing education programs improves the pass rate of certificate examinations [3,4]. ...
... 7%8 "(9) Consequently, the MP for the current item set with k items is obtained through:3 ( ! ) = {1 − ( ! ), 1 − ( ! )}(10)Step 6: Stop conditions. Go back to Step 2 if the MP for the current item set is greater than the specified value, that is,3 ( ! ) > X , and when items are still available in the item bank. ...
Article
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The teaching method of mastery learning requires lectures to conduct the regular formative assessments so as to monitor each student’s learning progress. However, regularly preparing quality test forms for these assessments has caused a tremendous workload on lecturers and has prevented them from executing the master learning instruction effectively. To resolve the problem, this study has built an automatic test assembly system with the automatic and manual test assembly functions for preparing fixed-length testing forms. Our system is implemented in a SQL mastery course that helps students prepare for the ORACLE SQL Certification (OCE SQL) examination. OCE SQL is a program offered by the Oracle Corporation to validate and recognize the skills of professionals in the SQL programming. By applying the Hambleton and De Gruijter’s method [1], our system can automatically assemble items to a test form with a quality indication of the maximum probability of misclassifying mastery. Furthermore, our system can evaluate the prementioned probability for a manually assembled test form. The present study has also investigated the numeric methods for converting the domain cutoff score to the latent ability scale for items with heterogeneous parameters when applying the Hambleton and De Gruijter’s method [1]. The empirical computing results showed that the secant method is superior to the bisection method for the conversion. This study contributes an automatic test assembly system to the engineering education practice so as to lighten the lecturers’ burden of preparing quality assessments and to further facilitate the execution of the regular formative assessments in the mastery learning instruction.
... Der Mastery-Learning-Ansatz wurde vielfach erprobt und die Ergebnisse zeigen, dass Lernende im Vergleich zu einem traditionellen Lehrmodell höhere Leistungs niveaus erreichen und mehr Vertrauen in ihre eigene Fähigkeit zu lernen gewinnen (Bernitzke, 1987;Kulik et al., 1990). Die gemittelte Effektstärke über 17 Meta-Studien 1 beträgt d = 0,67 (Hattie, 2023), was auf ein lernförderliches Potenzial hinweist. ...
Chapter
Mastery Learning ist ein pädagogischer Ansatz, der den Schwerpunkt auf Tests und Korrekturmaßnahmen legt, um die Kompetenzentwicklung in kleinen, schrittweisen Lerneinheiten zu gewährleisten. Die Studierenden lernen in ihrem eigenen Tempo, müssen aber bestimmte Kompetenzniveaus nachweisen, bevor sie zum nächsten In­halt übergehen können. Obwohl die Forschung die Wirksamkeit von Mastery Learning nachgewiesen hat, wird es in der Hochschulbildung bisher nur begrenzt eingesetzt. Dieser Beitrag kontextualisiert Mastery Learning in der Hochschulbildung, indem er verbundene Herausforderungen aufgezeigt und seine Ausrichtung auf aktuelle Bil­dungstrends erörtert. Der Beitrag stützt sich auf praktische Erfahrungen sowie eine Analyse der vorhandenen Literatur und geht dabei auf die Herausforderungen von Im­plementierung, Messbarkeit und Standardisierung von Kompetenzen und Verständ­nis von Lernen ein. Der Beitrag zeigt, dass aktuelle Bildungstrends Lösungsansätze für die Herausforderungen bieten können und gleichzeitig noch mehr systematische Auseinandersetzung mit dem Thema erforderlich ist.
... In the upper-left quadrant, the focus is on the self-study tool characteristics that directly focus on knowledge and skills to be learned via the self-study tool. The cognitive apprenticeship model [20] can be used to develop adaptive self-study tools to promote mastery of the material for a variety of students [47]. These materials, when developed carefully via research in education, can provide scaffolding support to a variety of students. ...
Preprint
As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of research-based e-learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses. These interactive tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these self-paced tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students, who struggled in the courses in which these adaptive e-learning tutorials were assigned as a self-study tool, performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. This suggests that many students enrolled in introductory physics courses did not effectively engage with the self-paced tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-study tools.
... Alternative grading and assessment models have been explored across numerous STEM disciplines, including chemistry education [4]. For example, a learner-centered grading method using a standards-based assessment structure for general chemistry has been shown to improve grading transparency. ...
Article
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Specifications and mastery grading schemes have been growing in popularity in higher education over the past several years, and reports of specifications grading and other alternative grading systems are emerging in the chemistry education literature. The general goal of these alternative grading approaches is to reduce the reliance on high-stakes exams and give students a more transparent pathway to achieving the course learning outcomes. More importantly, relying less on infrequent high-stakes exams may help reduce historical equity gaps in introductory gateway STEM courses. Herein, we describe the implementation of two versions of mastery grading systems in large enrollment general chemistry courses at a public R1 institution. Class-wide course outcomes, equity gaps in performance on a common final exam, and student feedback on their experience navigating these grading schemes are presented. We show that combining mastery grading with interactive courseware tools improved the average performance on a common final assessment for under-represented minority (URM) students by 7.1 percentage points relative to an active control course that used infrequent high-stakes exams.
... No-code online authoring and delivery solutions [89] enabled transformative, scalable, and equitable learning approaches [31], [65]. One such approach, competency-based education [44], [98], emphasizes the practical application of acquired skills and offers greater flexibility and adaptivity [29] to diverse learner populations [36] via self-directed, asynchronous online learning [61]. ...
Preprint
Full-text available
In this innovative practice full paper, we address the equity gap for neurodivergent and situationally limited learners by identifying the spectrum of dynamic factors that impact learning and function. Educators have shown a growing interest in identifying learners' cognitive abilities and learning preferences to measure their impact on academic achievement. Often institutions employ one-size-fits-all approaches leaving the burden on disabled students to self-advocate or tolerate inadequate support. Emerging frameworks guide neurodivergent learners through instructional approaches, such as online education. However, these frameworks fail to address holistic environmental needs or recommend technology interventions, particularly for those with undisclosed learning or developmental disabilities and situational limitations. In this article, we integrate a neurodivergent perspective through secondary research of around 100 articles to introduce a Guiding Empowerment Model involving key cognitive and situational factors that contextualize day-to-day experiences affecting learner ability. We synthesize three sample student profiles that highlight user problems in functioning. We use this model to evaluate sample learning platform features and other supportive technology solutions. The proposed approach augments frameworks such as Universal Design for Learning to consider factors including various sensory processing differences, social connection challenges, and environmental limitations. We suggest that by applying the mode through technology-enabled features such as customizable task management, guided varied content access, and guided multi-modal collaboration, major learning barriers of neurodivergent and situationally limited learners will be removed to activate the successful pursuit of their academic goals.
... The top grade is typically the only grade counted. (Guskey and Pigott, 1988;Kulik et al., 1990;Guskey, 2010;Siddaiah-Subramanya et al., 2017) A token economy might be needed to limit retakes in large classes. (Blackstone and Oldmixon, 2019; Howitz et al., 2021) *Mastery is a fraught term as it is often grounded in white supremacist, colonial narratives (Swartz, 1992). ...
Article
Ungrading is an emancipatory pedagogy that focuses on evaluative assessment of learning. Self-regulated learning (SRL) is deficit framed in the literature and in practice and is insufficient as a learning theory for ungrading. I propose an asset-framed learning theory that combines funds of knowledge and community cultural wealth as an alternative.
... It is well-established that individualized tutoring is more effective than one-size-fits-all forms of instruction (Bloom, 1984;Kulik et al., 1990;Vandewaetere et al., 2011). An advantage of human tutors is that they can adjust their instruction dynamically based on the needs of the trainee. ...
Article
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The United States military services are modernizing their training and education curricula by leveraging advances in technology to deliver instruction that is more engaging and responsive to trainees' needs and better prepares them for the future fight. Adaptive training (AT), or training tailored to the strengths and weaknesses of individual trainees, is a promising technique to meet these modernization goals. The research literature, however, is sporadic and does not clearly prescribe best practices for its employment. Therefore, we conducted a meta-analysis to examine the effectiveness of various AT instructional interventions (i.e. adapting difficulty, feedback, scaffolding, etc.) on learning outcomes. There were 30 peer-reviewed publications included in the analysis. We grouped studies by the adaptive intervention examined and reported the associated effects on learning outcomes. Overall, the results revealed that the effectiveness of AT varied considerably across the instructional interventions. Specifically, studies that implemented adaptive difficulty techniques were the most effective, followed by adaptive scaffolding and remediation/test-out techniques. Based on these findings, we identify design recommendations for future AT systems.
... Der Mastery-Learning-Ansatz wurde vielfach erprobt und die Ergebnisse zeigen, dass Lernende im Vergleich zu einem traditionellen Lehrmodell höhere Leistungs niveaus erreichen und mehr Vertrauen in ihre eigene Fähigkeit zu lernen gewinnen (Bernitzke, 1987;Kulik et al., 1990). Die gemittelte Effektstärke über 17 Meta-Studien 1 beträgt d = 0,67 (Hattie, 2023), was auf ein lernförderliches Potenzial hinweist. ...
Chapter
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Dieser Beitrag stellt zwei Seminarkonzeptionen vor, in welchen technisch-didaktische Vorüberlegungen, Lehr-/Lernaktivitäten und Prüfmodalitäten unter der Bedingung von Digitalität skizziert werden. Es wird das digitale wissenschaftliche Lesen und Schreiben ins Zentrum der Interaktion mit digitalen Technologien gestellt. In den Se minaren wurden von Studierenden selbstständig Daten (Text) gesammelt, ausgewertet und geclustert. Die kollaborative cloudbasierte Speicherung der Seminardaten, der Einbezug einer geteilten Literaturdatenbank sowie der Einsatz der Notizsoftware Obsi dian.md beim gemeinschaftlichen wissenschaftlichen Lesen und Schreiben wurden er probt. Zentrale Herausforderung war die Doppelrolle der Dozierenden (Verantwor tung für Lehr-/Lernsetting vs. Techniksupport). Herausragend war die Partizipation und Verantwortungsübernahme der Studierenden in den Seminarsitzungen und beim Peersupport.
... Pada ML, siswa diberikan jumlah dan jenis pembelajaran yang sesuai dengan tingkat kemampuan yang berbda. Pembelajaran yang berbeda (differentiaded learning) sesuai dengan kebutuhan yang berbeda, tetapi hasil akhirnya adalah tingkat kinerja yang sama untuk semua (Kulik et al., 1990). Dengan demikian, ML merupakan model pembelajaran yang diilhami dari prinsip equality. ...
Book
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Buku ini membahas tentang Pengantar pembelajaran era society 5.0, Konsep kompetensi 4C dalam pembelajaran, Experiental learning, Seamless learning, Flipped classroom, Problem based learning, Web based learning, Project based learning, Inquiry learning, Blended learning, Collaborative learning, Cooperative learning, Quantum learning, Contextual learning, Self directed learning, Discovery learning, Mastery learning, Pendidikan karakter di era digital, Tantangan pendidikan di era transformasi digital, Strategi pengembangan pendidikan era society 5.0
... Increasing students' creativity skills is measured by N-Gain achievements. The scores obtained were analyzed using the mastery learning category with an achievement of more than 70% for the Mastery category (Kulik et al., 1990). Questionnaires in the form of a 4-point Likert scale were analyzed and discussed descriptively based on the percentage of answers obtained. ...
Article
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Creativity skills are one of the essential skills to face the VUCA World. Improving creativity skills is hampered by the large number of students and learning conditions that are less demanding of the creative process in the class. This research aims to measure the effectiveness of the Botanical Eco-gamification program to improve creativity skills. The ADDIE research approach was used to redesign the Botanical Eco-gamification program so that it can improve creativity skills. This research produced test instruments, e-LAD and questionnaires to measure creativity skills in the program. The instrument developed has been proven valid and reliable for measuring originality, divergent thinking, convergent thinking and mental flexibility skills. The results of program implementation show that students' creativity skills have increased from before treatment in the sufficient category (54.2) to the good category (71.16) with the N-Gain achievement being categorized as medium (0.37). The majority of students (55.71%) reached mastery level after being given treatment. Almost all students (76.29%) stated that the program was good for improving creativity skills. Further research is needed to examine other 4cs competencies, ESD competencies, mastery learning and student's engagement in the Botanical Eco-gamification program
... 5. Personalized content and recommendations: Learning content and resources are recommended to each learner based on their profile and performance to optimize engagement and achievement. Personalized learning has been shown to have positive impacts on student outcomes, including increased academic achievement, engagement, and satisfaction [3] [4]. However, implementing personalization at scale has been challenging due to the complexity of understanding learner profiles, creating flexible learning pathways, and providing adaptive instruction and feedback. ...
Article
Personalized learning, powered by artificial intelligence (AI), is revolutionizing education by tailoring instruction to individual students' needs, abilities, and learning styles. This paper explores the current state and future potential of AI-driven personalized learning systems. It examines how AI techniques such as machine learning, natural language processing, and knowledge representation can be leveraged to create adaptive learning experiences that optimize educational outcomes. The paper reviews existing research on AI in education, discusses key technologies and architectures for personalized learning systems, and presents case studies of successful implementations. Challenges and ethical considerations around AI in education are also explored. The paper argues that AI-driven personalized learning, combined with human instruction, has immense potential to enhance educational effectiveness, engagement, and equity. However, careful design and responsible deployment of these systems will be essential. The paper concludes with recommendations for future research and development in this field.
... In mastery learning, homogeneous ability groups are created based on students' actual performance instead of more general measures of intelligence or ability (Deunk et al., 2015). Low achievers receive additional instruction; middle achievers work independently; and high achievers receive advanced materials for enrichment (Deunk et al., 2015;Guskey & Jung, 2011;Kulik et al., 1990). ...
... In mastery learning, homogeneous ability groups are created based on students' actual performance instead of more general measures of intelligence or ability (Deunk et al., 2015). Low achievers receive additional instruction; middle achievers work independently; and high achievers receive advanced materials for enrichment (Deunk et al., 2015;Guskey & Jung, 2011;Kulik et al., 1990). ...
... Learners practice and retest repeatedly until they achieve an elected mystery level; the ultimate stage of attainment is the same for all, although time to mastery may vary. Mastery learning programs have a long history of proven to be effective (Guskey & Gates, 1986;Kulik, Kulik & Bangert-Drowns, 1990;Husky, 2009;Marzano, 2009;Rosenshine, 2009) and have been shown to be greater to substitute instructional approaches (Archin & Opoku. 2020;Elaldi, 2016;Adeyemi, 2007;Adeniji et al., 2018). ...
Article
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This paper aims to conceptualise several concepts of online learning instruction in the era of Industry 4.0 to cater to the needs of Society 5.0 in Malaysia's higher education context. This study is developed on secondary data supplemented by the support of current literature reviews. Industrial Revolution 4.0 and Society 5.0 have called for Education Revolution 5.0, urging improvement and more personalised and digitalised learning instruction. Therefore, education instruction needs to be integrated and improved constantly to keep on par with the needs of the present Education Revolution 5.0 that very much focuses on personalisation. This paper analysed the literature on some online teaching and learning instructions namely massive online open courses (MOOC), differentiated instruction (DI) and mastery learning. A hybrid blended MOOC instruction model that caters to Society 5.0 learners’ needs was proposed after the strengths and weaknesses of these teaching instructions were reviewed. The conceptual paper provides literature references that will enhance future education instruction innovation activities. Keywords: e-Learning, Differentiated Instruction, Mastery Learning, Online Learning Platform, Mix Ability Classroom
... Due to the structured nature of DI/EI, one key component of DI/EI programs involves the promotion of mastery learning (Engelmann, 2007). This strategy assumes that students must demonstrate adequate knowledge of the current subject material before engaging with new material (Kulik et al., 1990). The Reading Mastery program is a noteworthy program that is based upon DI/EI principles (Schieffer et al., 2002). ...
Article
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Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students to meet educational outcomes. This review focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructive approaches, and their effects on the inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines are explored. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance the argument for using a variety of evidenced-based practices within the inclusive classroom. Keywords: Inclusive education, direct instruction, explicit instruction, socialconstructivism.
... Students then complete each unit in coordinated groups. Students must demonstrate mastery of the unit through evaluation, often 80% or higher (Kulik et al., 1999), before moving on to a new learning topic. Moreover, peer tutoring, monitoring in small group discussions, or supplementary assignments are used as remediation for students who do not demonstrate mastery of the subject content (Aggarwal, 2004). ...
Article
Although the central role of biology in nation’s scientific and technological advancement is unquestionable, the academic achievement of students in the subject has been subpar. To cope with this situation, researchers in science education have continued to look for a successful way to teach and learn biology concepts. The present study, therefore, investigated the comparative effects of concept mapping (CM) and cooperative mastery learning (CML) teaching strategies on students learning outcomes in photosynthesis. A non-equivalent pre-/post- test quasi-experimental research design was adopted. 295 secondary school form two students from four co-educational schools made up the sample of the study. Data were generated through photosynthesis achievement test (PAT). PAT was subjected to reliability analysis using Kuder-Richardson 21 (KR-21) and Cronbach’s alpha, which yielded a reliability coefficient of 0.82 and 0.95, respectively. Data were analyzed using mainly descriptive statistics, and inferential statistics of analysis of covariance. The findings revealed that both CM and CML enhanced students’ achievement (F[1,294]=26.165, p< 0.05), and the retention of the concept of photosynthesis (F[1,294]=9.042, p< 0.05). However, CM was significantly more effective than CML. As a result, the recommendation that came up among others was that science teachers should embrace CM in biology teaching as well as other perceived difficult topics in science subjects. Also considered important was to train science trainee teachers to use CM.
... Instructors now have a variety of tactics that can be used in the classroom, ranging from very basic (e.g., active student responding and response cards; Malanga & Sweeney, 2008) to weekly quizzes (Glodowski et al., 2020;Mawhinney et al., 1971), with contingencies for advancement (e.g. Personalized System of Instruction; Keller, 1968;Kulik et al., 1990) and even treatment packages such as interteaching (Boyce & Hineline, 2002;Sturmey et al., 2015). ...
Chapter
Effective teaching involves providing students opportunities to respond, providing feedback on responding, moving at an individualized pace through instruction, and requiring mastery of the academic content. Equivalence-based instruction (EBI) is a specific behavioral technology that maps onto effective teaching strategies and incorporates derived relations and inference-making for academic concepts. That a student completing EBI infers new stimulus relations beyond what was directly taught makes this technology economical. In the first section of this chapter, we describe the phenomenon of derived relations and EBI in higher educational settings. Many EBI examples are found in the research literature to teach behavior analysis and non-behavior analysis content areas, and EBI has been found to produce large effect sizes. In the second section of this chapter, we provide a tutorial on developing EBI for use in higher education. The tutorial includes instructional variables to consider when planning instruction, choosing technology to deliver EBI, and collaborating with non-behavior analysts to expand the reach of behavior analysis technologies and EBI, specifically. A discussion about effectively collaborating with non-behavior analyst content experts is included based on the authors’ experiences.
... The authors discuss mastery learning as a means to address the typical bimodal distribution in introductory programming courses -which we have routinely observed in this course as well -by requiring students to achieve competence in foundational skills before moving on to more advanced material. This is consistent with previous findings that mastery learning has a larger positive effect on lower aptitude students [4]. This was our chief motive for adopting the mastery learning approach. ...
... For instance, many ITS are pedagogically premised on variations of mastery learning, where students are allowed sufficient time in a flexible fashion (and with sufficient support) to foster certain competencies before progressing onto subsequent ones (Corbett et al., 1997). While such a strategy pairs nicely with the computerization logic of AIED (and digital platforms like Khan Academy), adoption of mastery learning in school systems is still limited, with modest and sometimes mixed evidence of effectiveness, and a plurality of barriers, including a lack of educator familiarity with mastery approaches (Kulik et al., 1990;Pane et al., 2017). Many schools still rely on whole-class (rather than personalized) learning, traditional textbooks, and the structure of grade bands to demarcate progress. ...
... Результативное обучение (в англоязычных вариантах это не только упомянутые Mastery-Based Learning и Competency-Based Learning, но и Performance-Based Learning («обучение, с обязательной демонстрацией результата») или Profi ciency-Based Education («обучение с демонстрацией уровня достижения результата») * ) представляет собой модель организации учебной работы, которая развивается уже более полувека. Несмотря на доказанную эффективность результативной организации обучения [12], школы долгое время отказывались ее использовать из-за сложностей в управлении учебной работой учащихся. Однако в последнее десятилетие появились технологические разработки, позволяющие преодолеть эти трудности: они решают возникающие логистические проблемы с помощью ИКТ. ...
Article
The indicators of the process of digital technologies introduction (school digital renewal indicators) widely used today successfully capture the innovative processes that occur at the initial stages (levels) of digital renewal. At the stages of mature informatization and digital transformation, the changes associated with the expansion of the traditional classroom system and the transition to personalized and competency-based learning organization come to the fore. The authors propose two indicators that capture changes in the chronotope of study work and the teaching individualization level. The proposed indicators allow to reflect the dynamics of changes at the final stages of digital renewal. The use of school portals, which are being introduced at the final stages of digital renewal, provides conditions for assessing changes in the proposed indicators using digital traces, without contacting (surveys, questionnaires) the educational process participants. The development of bases, methods, and tools for calculating the proposed indicators is of theoretical and practical interest for solving the problems of managing the digital renewal of education at the final stages of this process.
... Many mastery learning programs are effective at improving students' learning outcomes, and analyses of performance have advanced our understanding of parts of the learning process (Anderson et al., 1995;Hurwitz & Vanacore, 2022;Kulik et al., 1990;Roschelle et al., 2016). Yet, there is evidence that alternative approaches to mastery learning, such as emphasizing students' learning processes as they solve problems, may have a greater impact on learning (Decker-Woodrow et al., 2023). ...
Chapter
To meet the goal of understanding students' complex learning processes and maximizing their learning outcomes, the field of learning analytics delves into the myriad of data captured as students use computer assisted learning platforms. Although many platforms associated with learning analytics focus on students' performance, performance on learning related tasks is a limited measure of learning itself. In this chapter, the authors review research that leverages data collected in programs to understand specific learning processes and contribute to a robust vision of knowledge acquisition. In particular, they review work related to two important aspects of the learning process—students' problem-solving strategies and behavioral engagement—then provide an example of an effective math program that focuses on the learning process over correct or incorrect responses. Finally, they discuss ways in which the findings f rom this research can be incorporated into the development and improvement of computer assisted learning platforms, with the goal of maximizing students' learning outcomes.
... Das gemeinsame Fundament aller Leitprogramme sind Mastery Learning-Programme, die ihre Eignung in vielen unterschiedlichen Fachbereichen unter Beweis gestellt haben. In Metastudien wurden hohe Effektstärken an Schulleistung sowohl in Naturwissenschaften (.61) als auch in Geisteswissenschaften nachgewiesen (.67) (Ku-lik, Kulik & Bangert-Drowns, 1990). Generell zeigt das Mastery Learning-Konzept eine Effektstärke von .61 ...
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Im vorliegenden Beitrag wird die Konzeption einer explorativen Studie vorgestellt, die sich mit der Entwicklung, Wirksamkeit und Implementierung von Fördermaßnahmen zum kompetenten Umgang mit digitalen Rechtschreibhilfen beschäftigt. Im Fokus steht die Frage, wie sich diese Fördermaßnahmen, die in Form interaktiver Lernpfade umgesetzt werden, auf die sprachformale Textrevisionen von Lernenden der Primarstufe und Sekundarstufe I auswirken.
... Usó mezcla entre MA y de la Mejor Síntesis, tests formativos diagnósticos y con varias aplicaciones, comparó RA diferentes con TE muy bajos para tests estandarizados Pizarro, 1991). La abundancia substantiva, estadística, MA y TE refuta a Slavin: Bloom, 1968Bloom, , 1972Bloom, , 1984Bloom, , 1987Bloom, , 1988Airasian et al., 1973;Froemel, 1980;Leyton, 1984;Cabezón, 1984;Block, 1985;Avalos, 1986;Guskey & Pigott, 1988;Pizarro, 1988Pizarro, , 1991Pizarro, , 2023Kulik et al., 1990;Guskey, 1997Guskey, , 2013Shulman, 2000;Eisner, 2002;Walberg, 2003:3-4;Hattie, 2009:170-171, 224. Hattie 2009:170 coloca estándar ML promedio +0,58 sigmas. ...
... He claimed that by tailoring the speed that material is delivered to students, instructors allow students who are comfortable with the material to move on to other topics, while students who are struggling with a topic can spend more time learning the material until the topic is mastered. In the decades following, a number of studies have shown the effectiveness of mastery learning across a number of fields [2], and in the field of university-level physics education, more recent studies have also documented the benefits of mastery learning [3][4][5][6][7][8]. ...
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We have investigated the temporal patterns of algebra (N=606) and calculus (N=507) introductory physics students practicing multiple basic physics topics several times throughout the semester using an online mastery homework application called science, technology, engineering, and mathematics (STEM) fluency aimed at improving basic physics skills. For all skill practice categories, we observed an increase in measures of student accuracy, such as a decrease in the number of questions attempted to reach mastery, and a decrease in response time per question, resulting in an overall decrease in the total time spent on the assignments. The findings in this study show that there are several factors that impact a student’s performance and evolution on the mastery assignments throughout the semester. For example, using linear mixed modeling, we report that students with lower math preparation for the physics class start with lower accuracy and slower response times on the mastery assignments than students with higher math preparation. However, by the end of the semester, the less prepared students reach similar performance levels to their more prepared classmates on the mastery assignments. This suggests that STEM fluency is a useful tool for instructors to implement to refresh student’s basic math skills. Additionally, gender and procrastination habits impact the effectiveness and progression of the student’s response time and accuracy on the STEM fluency assignments throughout the semester. We find that women initially answer more questions in the same amount of time as men before reaching mastery. As the semester progresses and students practice the categories more, this performance gap diminishes between males and females. In addition, we find that students who procrastinate (those who wait until the final few hours to complete the assignments) are spending more time on the assignments despite answering a similar number of questions as compared to students who do not procrastinate. We also find that student mindset (growth vs fixed mindset) was not related to a student’s progress on the online mastery assignments. Finally, we find that STEM fluency practice improves performance beyond the effects of other components of instruction, such as lectures, group-work recitations, and homework assignments.
... An increased clarity of learning outcomes and students' satisfaction and sense of control was also reported [19]. Having more opportunities to prove mastery of the material contributes to an increased sense of fairness, which in turn increases student engagement [3,8,18]. It also eliminates the need for the instructor to grant exceptions on a case-by-case Classes (constructors, accessors and mutators) Unit 8 ...
... M5EsA involved breaking down of subject matter into units with objectives to be mastered by the students. Students were given quizzes at the end of each unit where they must demonstrate mastery of a minimum score of 80%, before moving on to new material (Kulik, Kulik & Banger t-Drowns, 1990). Students who did not achieve mastery received remediation through tutoring, peer monitoring, small group discussions, or additional assignments (Aggarwal, 2004). ...
... The concept of mastery learning is an important aspect of adaptive learning, which requires students to fully comprehend one topic or concept before moving to the next. Studies have shown that mastery learning can improve student outcomes in mathematics (Block & Burns, 1976;Kulik, et al., 1990), with Childers and Lu (2017) showing that the number of topics mastered is a significant predictor of final grades in foundational mathematics courses. ...
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College students in the United States often enrol in introductory mathematics courses to acquire skills and knowledge that will enable them to solve related problems in their careers and daily activities. However, previous studies have shown limited levels of improvement that perpetuate a lack of proficiency. As a result, the gap in performance between top students and those at the bottom continues to increase. Using modern technology has been suggested as part of the solution to help students resolve their difficulties in mathematics and achieve better learning outcomes. This study assesses the longitudinal effect of redesigning College Algebra classes at a large public university, switching from a modified emporium model to a lab-based adaptive model. The results show that after redesigning the course, the pass rate increased from 68% to consistently being over 80%, while the withdrawal rate fell from 8% to 3%.
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Specifications grading is an alternative grading system that has been used with increasing frequency in higher education. Since first introduced by Linda Nilson in 2014, more than 90 publications on the design and implementation of specifications grading systems have been published. This work presents a systematic review of the current literature to analyze the variety of ways specifications grading systems are executed, including the diverse design and implementation considerations, as well as to present and discuss emergent themes. We analyzed 90 publications and present their relevant findings in the results. The following databases were last searched on 5 October 2024 for publications: IEEE Xplore, ACS Publications, ASEE PEER, PER, Scopus, ERIC, ACM, ScienceDirect, and Web of Science. All peer-reviewed journal articles, conference proceedings, and book chapters that implemented at least two structural features of specifications grading in an undergraduate or graduate course were included in this review. Theses, dissertations, conference abstracts, posters, workshops, blogs, opinion pieces, social media exchanges, and content provided on websites were not included. Additionally, reports of specifications grading systems in K-12 courses or those that only presented the design and/or implementation of less than two structural features of the grading system were similarly excluded. Our findings from the literature reveal that the following themes emerge from educators who use specifications grading: instructor commentary on time investment, academic performance, and student reactions to specifications grading. This review provides a resource for those interested in exploring this alternative grading system, and the emergent themes indicate that there are ripe opportunities for future study.
Preprint
The purpose of this paper is to determine potential identifiers of students' academic success in foundation mathematics course from the data logs of an intelligent tutor. A cross-sectional study design was used. A sample of 58 records was extracted from the data-logs of an intelligent tutor, Assessment for Learning using Knowledge Spaces (ALEKS). This data was triangulated with the data collected from surveys. Two-step clustering, regression analysis, paired-sample t-tests were applied to address the research questions. The data-logs of ALEKS include information about number of topics practiced and number of topics mastered. A derived attribute, which is the ratio of number of topics mastered to number of topics practiced is found to be a predictor of final marks. Students' prior knowledge and this derived attribute are predictors of final grades with R square=42%. Students were asked to report their preferred way of selecting topics as either sequential or random. Results of paired sample t-test demonstrated that the students who selected topics in sequential manner were able to retain their mastery of learning after the summative assessment whereas the students who chose topics randomly were not able to retain their mastery of learning.
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Conventional reviews of research on the efficacy of psychological, educational, and behavioral treatments often find considerable variation in outcome among studies and, as a consequence, fail to reach firm conclusions about the overall effectiveness of the interventions in question. In contrast meta-analytic reviews show a strong, dramatic pattern of positive overall effects that cannot readily be explained as artifacts of meta-analytic technique or generalized placebo effects. Moreover, the effects are not so small that they can be dismissed as lacking practical or clinical significance. Although meta-analysis has limitations, there are good reasons to believe that its results are more credible than those of conventional reviews and to conclude that well-developed psychological, educational, and behavioral treatment is generally efficacious.
Chapter
First, we focus on ourselves and our expressed enthusiasm to motivate students. Then we go through different forms of motivation: Intrinsic vs. extrinsic motivation (including interest) as well as achievement, power and affiliation motivation. Afterwards we go through the (learning) goals of students for self-motivation and how we can transfer these goals into concrete actions in a Rubicon model of action phases. Finally, these theories and models are transferred into concrete practical examples.
Chapter
First, you will learn a definition of good university teaching based on the Humboldtian ideal of education. Then I will introduce you to the individual dimensions of good university teaching—in particular, the areas that you can influence as a teacher. We then focus on the effectiveness of the individual dimensions of good university teaching, after which we will discuss the five strongest effects. Finally, I will explain the practical examples that you will find in chapters 4, 5, 6, 7, 8, 9, 10, 11, 12, and 13. Because university didactics are sometimes cirticized for being unscientific, the following chapter includes a detailed scientific derivation of university didactics as well as an enumeration of all results from meta-analyses. All findings can also be found later in their respective chapters.
Chapter
This book was the first handbook where the world's foremost 'experts on expertise' reviewed our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts' knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge on the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.
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Studied the magnitude and stability of individual differences in the amount of time required to achieve a criterion level of performance (time-to-criterion). Time-to-criterion was defined by (a) the amount of elapsed time and (b) the amount of on-task time required to attain the criterion. 90 8th graders were randomly assigned either to a mastery learning class in which all Ss were helped to attain an 85% mastery standard or to 1 of 2 nonmastery classes. Ss learned a 3-unit sequence of programmed material in matrix arithmetic. Results from the 82 Ss who completed the study indicate that time-to-criterion (defined in both manners) was an alterable human characteristic.
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Three components of instruction and withdrawal rates are compared after teaching the same course in two different formats. © 1975, Society for the Teaching of Psychology. All rights reserved.
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Suggests that meta-analysis, the application of statistical methods to results from a large collection of individual studies, may prove useful to social scientists trying to draw reliable and general conclusions from a diverse and voluminous literature. This article describes a meta-analysis of 75 comparative studies of an innovative method of college teaching, F. S. Keller's (see record 1969-04532-001) personalized system of instruction (PSI). The analysis establishes that PSI generally produces superior student achievement, less variation in achievement, and higher student ratings in college courses, but does not affect course withdrawal or student study time in these courses. The analysis also shows that PSI's superiority can be demonstrated in a variety of course settings with a number of different research designs. Certain settings and research designs, however, produce especially sharp differences between PSI and conventional courses. (20 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Evaluted the effects of continuous progress (mastery) instruction on acquisition, retention, and transfer in an introductory college physics course. 34 freshmen, stratified according to major, were randomly assigned to continuous progress (CP) and traditional instruction groups. The CP group showed greater acquisition, greater transfer to a related course, and greater retention 1 yr later. A low correlation obtained between acquisition and retention measures for the CP group raised some questions about the effect of CP procedures on retention. Results are discussed both in terms of their support for R. M. Gagne's theory of hierarchically related knowledge structures and in terms of their practical significance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Conducted an experiment in which 88 7th grade students were randomly assigned to mastery or nonmastery approaches to learning 4 hierarchical chapters about sailing. Results indicate that mastery Ss had significantly higher achievement, learning rate, and retention than nonmastery Ss, but used significantly greater amounts of time. When a metric of items retained/hour spent learning was computed, it was found that nonmastery Ss performed at a significantly higher rate than mastery Ss. Contrary to claims of mastery theorists, individual differences in time and learning rate remained stable across the experiment, and faster Ss had to wait for slower Ss to catch up. The price of increased achievement benefits of group-based mastery learning seemed to be increased time costs of (a) extra remedial time and (b) wasted time of faster learners. It is suggested that the time aspects of mastery learning theories may need to be revised to take account of these findings. (17 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Based on an attribute-by-treatment interaction paradigm, the determinants of 217 female college students' achievement were compared under conventional and self-paced mastery examination schedules in an anatomy and physiology course. Measures of general scholastic ability (e.g., Minnesota Scholastic Aptitude Test) did not interact with method, but prior preparation in science did. Ss with less science preparation showed greater achievement under self-paced mastery testing than their counterparts under conventional testing. This compensation was explained when study habits were explored. Under self-paced testing, study time was inversely related to amount of science background. Self-pacing Ss with less background reported greater textbook usage and indicated that unit test results aided in planning study effort. No such relationships were found for Ss in the conventional course. (38 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
The effects of an individualized mastery instructional system similar to the Keller plan was compared with a conventional lecture-discussion-recitation system in a variety of ways including mathematics achievement and fail rate in the comparison course and subsequent mathematics courses, mathematics reading comprehension, facilitation of performance in other disciplines, student study time, faculty time required for instructional system operation, preference of students and instructors, and student propensity for continued math-related studies. The comparisons spanned 2 years and were carried out under controlled conditions in a balanced, experimental design involving random assignments of 840 students and 12 instructors. In general, the superiority of achievement and attitude outcomes claimed for the Keller plan in many reports was not observed in this study.
Article
Several recent reviews and meta-analyses have claimed extraordinarily positive effects of mastery learning on student achievement, and Bloom (1984a, 1984b) has hypothesized that mastery-based treatments will soon be able to produce “2-sigma” (i.e., 2 standard deviation) increases in achievement. This article examines the literature on achievement effects of practical applications of group-based mastery learning in elementary and secondary schools over periods of at least 4 weeks, using a review technique, “best-evidence synthesis,” which combines features of meta-analytic and traditional narrative reviews. The review found essentially no evidence to support the effectiveness of group-based mastery learning on standardized achievement measures. On experimenter-made measures, effects were generally positive but moderate in magnitude, with little evidence that effects maintained over time. These results are discussed in light of the coverage versus mastery dilemma posed by group-based mastery learning.
Article
This study was designed to assess the influence of positive change in instructional effectiveness on several affective characteristics of teachers. Data were gathered from 117 intermediate and high school teachers, 52 of whom participated in an in-service workshop on Mastery Learning. Comparisons made through MANOVA procedures showed that those teachers who experienced positive change in the learning outcomes of their students expressed increased personal responsibility for both positive and negative student outcomes, increased affect toward teaching, but decreased confidence in their teaching abilities. Implications regarding the alterability of these teacher characteristics are discussed.
Article
Performance and attitudes of Ss who had completed either a traditionally organized university course or an experimental course which held mastery as a requirement for progressing through the course were compared. There were three replications of the experiment, one each in courses in biology, philosophy, and psychology. In all three comparisons the performance of Ss in the E group was higher and their attitudes toward the instructional procedures were more favorable than the performance and attitudes of controls.
Article
The first part of this paper contains a brief report of a successful PSI (Personalized System of Instruction) course in statistics. Data are presented to show that students in PSI courses did better on a common final examination than students taking the same examination but taught in a traditional lecture format. The second part of the paper consists of a response to three criticisms of PSI offered by Roy Francis.
Article
Students enrolled in a Psychology of Learning course were assigned to either a lecture section, one of two similar personalized instruction sections, or a fourth section that rotated across all three teaching procedures. All students took identical midterms and a final examination. After correcting test performance for differences in the cumulative grade point average of students in the four sections, examination performance of students in the personalized sections was found to be superior to that of students in the lecture section. An analysis of class section examination performance by item type revealed that students in the lecture section scored lower on all item types, but the greatest differences occurred on items that required written responses (essay and fill-in items) rather than recognition responses (multiple choice items). A gross analysis of student performance in the class rotated across the instructional procedures suggests that personalized instruction had its greatest impact on students with “average” to “poor” academic records.
Article
Systematic experimental manipulation of the four components of PSI and required lectures gives results suggesting that dropping any feature is undesirable.
Article
A group of 25 students chosen at random from a larger class was taught in a Keller-plan (self-paced) format following the method of Green. The performance of these students was compared with that of the students in the lecture-recitation section through a common final examination and through a retest taken approximately two months after the end of the course. In each case the Keller-plan students did substantially better. Suggestions are made for improvements in the usual Keller-plan format.
Article
A description of the use of the Keller method of instruction in a general physics class of 100 students is presented. This teaching technique is critically evaluated by comparing the performance of the students in the program with that of 100 students in a concurrent control group run by the traditional lecture method. It is found that performances are not significantly different and the cost of running the program is not excessive. Furthermore, student reaction to the program is found to be quite favorable.
Article
The extent to which a teaching method that emphasizes Mastery Learning Strategies facilitates the learning of low and high socioeconomic status children in desegregated classrooms was studied. Participants were 117 seventh graders in desegregated mathematics classes in an Israeli junior high school. (BS)
Article
A meta-analysis of forty-nine comparative studies showed that mastery testing generally has positive effects on student learning, but the size of effect in any single study depends on both the stringency of the mastery criterion used with the mastery group and the degree of experimental control employed in the study. Mastery effects were also more pronounced on the less able students in a classroom and were less noticeable in more able students. Finally, the analysis showed that mastery testing increased the amount of time needed for instruction.
Article
The PSI method of weekly testing with a mastery criterion appears to be sufficient to produce improved learning economically.
Article
Treatment effects are more convincing for weekly quizzes than for examinations, but Programmed Student Achievement looks best in this study.
Article
A depression of the final examination score was found to follow withdrawal of the mastery requirement at mid-semester.
Article
Teaching effectiveness of Keller-like individualized instructional programs developed from materials provided in teachers’ manuals accompanying textbooks was compared with traditional courses using the lecture method. Programs were developed in 2 undergraduate courses, general psychology and cultural anthropology, and observed over a period of 2 semesters. Program effectiveness was assessed with 5 or 6 hourly examinations and an opinion survey. The superiority of individualized instructional procedures was established by comparison of means of students’ raw hourly examination scores. Students taught by the programmed method enjoyed the course more and rated their mastery higher.
Article
Compared the effects of the Keller method on the course attitudes and performance of 39 undergraduates to those produced in 37 controls by a traditional method involving frequent lectures and occasional examinations. The former system enhanced final examination performance and course ratings. Further analysis reveals that the effects were due primarily to better performance by the Keller-taught group on examination items which required recall and application of concepts and principles. Results thus indicate that the Keller method can facilitate relatively complex learning outcomes. A significant correlation between final examination performance and Scholastic Aptitude Test scores was found for both groups, suggesting that processes taking place after learning has occurred may be determinants of individual differences in retention and utilization of learned information. (17 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Investigated an approach to teaching based on a variant of F. Keller's (see pa, vol. 43:4532) contingency management method of instruction. 2 matched sections of undergraduates (n = 87) were taught the same material by the same instructor, using the keller method or a traditional lecture approach. Ss taught by the keller method (a) performed significantly better on a postcourse quiz, (b) spent significantly greater time in preparation, (c) enjoyed the text material more, and (d) felt they learned significantly more. On a long-term retention test given 5 mo. After course termination, keller-method ss retained significantly more material than those receiving the traditional approach. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Using a personalized system of instruction in a summer biochemistry laboratory course. Keywords (Audience): Upper-Division Undergraduate
Article
The educational experiment reported here was based on the premise that frequent testing should motivate students to repetitive and intensive study habits; as a consequence they should perform better. Keywords (Audience): First-Year Undergraduate / General
Article
This article measures student's attitudes towards the Keller plan of self- instruction. Keywords (Domain): Chemical Education Research
Article
Describes and evaluates a two semester, first year personalized system of instruction. Keywords (Audience): First-Year Undergraduate / General
Article
The effects of a mastery learning strategy modified to limit diagnosis to two cycles were tested with high school chemistry students. The results indicate that achievement of mastery learning students was significantly greater than that of nonmastery control students. On-task behavior (academic engagement) of mastery learning students increased in a linear fashion during the study (45 instructional days), while on-task behavior of nonmastery students decreased. Attitudes toward science and science instruction were not significantly different but were positive in both mastery and nonmastery conditions.
Article
This study was designed to determine whether the more favorable learning conditions provided by mastery learning procedures result in higher levels of achievement and more internal attributions on the part of college students. One hundred twenty-two undergraduate students enrolled in a general education course at a large state university participated in the study. Results showed that although students in mastery-taught sections did attain significantly higher levels of achievement no differences in attribution change were identified. Possible reasons for the lack of attribution change are discussed.
Article
If it is assumed that student failure in the classroom situation is the result of inadequate performance skills rather than a lack of ability, then the attention of the educator should more properly be directed at teaching the student to develop effective methods of studying. The present experiment employed a Programmed Student Achievement (PA) procedure which required that the student evidence 100% mastery of discrete units of material. Two PA contingencies which differed in the intensity of the consequence of failing to evidence mastery were used, testing the hypothesis that the PA effect is analogous to avoidance conditioning. In addition, generalization of the effect of PA on performance in courses taken concurrently was evaluated. The performance of PA students was found to be significantly superior to that of control students on both weekly quizzes and major exams; however, performance under the two experimental contingencies did not differ. Additionally, the PA effect did not generalize to performance in other courses. The implication of these data for an avoidance hypothesis account of the PA effect is discussed.
Article
The purpose of the present study was to investigate instructional methods appropriate for developing problem solving skills (PSS) in a paramedical course. Three instructional methods were compared: Frontal Lecture Strategies (FLS), Mastery Learning Strategies (MLS) and Experiential Mastery Learning Strategies (EMLS) in which feedback corrective procedures were embedded within experiential learning situations. Results showed that FLS produced the highest scores on Lower Mental Process subtest while EMLS yielded the highest scores on all measures of problem solving skills. Several implications of this study for future research are suggested and discussed.
Article
The Mastery Learning Program was initiated in the City Colleges of Chicago to improve student achievement levels and reduce course attrition rates. During the first year, 37 instructors implemented these new instructional techniques in introductory courses in nine subject areas. Data were gathered from 77 classes involving 2,249 students. Results indicate that in most of the subject areas, students in mastery classes scored higher on final examinations, attained higher course grades, and were less likely to withdraw than students taught by more traditional methods.
Article
Keeping up with the literature of education becomes a more difficult task each year. The Current Index to Journals in Education last year listed more than 17,000 articles published in 700 journals. Research in Education indexed an additional 9000 documents, and Comprehensive Dissertation Abstracts listed more than 6000 dissertations in education. The number of research studies published next year will undoubtedly be greater, and in the year after next, an even larger number of studies is likely to be added to the literature.Researchers have long been aware of the need for organizing this vast literature so that it will be more useful to policy makers, administrators, teachers, and other researchers. But the case for research synthesis has seldom been made as convincingly as it was in Gene Glass's 1976 presidential address to the American Educational Research Association.
Article
The rapid proliferation of courses based on Keller's Personalized System of Instruction (PSI) calls for a prompt evaluation of the relative costs involved in PSI and more traditional forms of college instruction. To determine the cost in student time required by a course taught with PSI relative to lecture, students did their studying in a special Study Center where course materials could be used but not removed. Students in the PSI section spent an average of about 50% more time in the Study Center (46 hr) than did students in the lecture section (30 hr), but that difference was made up by the lecture students spending an average of 20 hr attending lectures. Thus, total preparation time was about the same. PSI students scored slightly higher on common course exams, and while college entrance exam scores correlated highly with course exam scores, Study Center time was reliably related to course exam score only for PSI students. An analysis of the study records of individual students revealed that PSI produced fairly regular patterns of study by all students, while lecture students varied greatly in their patterns.
Article
The design of a programmed course in introductory psychology, utilizing an interview procedure, is described. The performance of students in this course was compared with that of students covering the same subject matter but taught in a more conventional manner. Students in the experimental course scored significantly higher on objective and essay final examinations and rated the course more positively.
Article
For the contingency management techniques first devised by Keller (1966, 1968) to become a widely accepted teaching method, it is necessary that they be shown (1) to be applicable to general subject matter and (2) to be superior to traditional lecture methods. The present study demonstrated (1) by successfully teaching the material from a standard psychology text. The superiority of contingency management was established by direct comparison of final examination scores from comparable groups taught the same subject matter by either Keller's method or traditional methods. Students taught by Keller's method also rated the course more favorably.