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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ246275
Record Type: CIJE
Publication Date: 1981
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Determination of the Cognitive Consequences Derived from Mastery-Based Science Instruction.
Dunkleberger, Gary E.; Knight, Carlton W., II
School Science and Mathematics, v81 n5 p383-87 May-Jun 1981
Determines if grade nine students (N=98) experiencing similar instructional characteristics but participating in either mastery or traditional labs would demonstrate different concept retention levels. A matched pairs design was employed. Results indicate mastery-based instruction fosters an improvement in cognitive learning of students in this study. (DS)
Descriptors: Comparative Analysis, Grade 9, Mastery Learning, Matched Groups, Science Education, Science Instruction, Secondary Education, Secondary School Science, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research