ERIC Number: ED201515
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.
Dillashaw, F. Gerald; Okey, James R.
This study explored the effects of a modified mastery learning strategy as well as locus of control and aptitude on achievement, attitudes, and on-task behavior of high school chemistry students (N=156). Mastery learning in this study was modified to limit diagnosis and remediation to two cycles. Three treatment groups were included: (1) contrast (no diagnostic/remediation procedures); (2) student-managed remediation (students selected their own remediation following diagnosis); and (3) teacher-managed remediation (teachers assigned remediation based on diagnostic test results). Results showed that the modified mastery learning strategy influenced on-task behavior and achievement indicating that high school chemistry teachers may successfully employ such a strategy to increase the on-task behavior and achievement of their students. Lack of significant differences between the two experimental groups suggested that assigned remediation may not be necessary to bring about achievement gains; simply having remediation available for students to use on their own may be sufficient. (Author/JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (54th, Grossinger's in the Catskills, Ellenville, NY, April 5-8, 1981). Contains marginal legibility in tables.