ERIC Number: ED054983
Record Type: Non-Journal
Publication Date: 1970
Reference Count: N/A
An Exploratory Investigation of the Carroll Learning Model and the Bloom Strategy for Mastery Learning.
Wang, Margaret C.; Lindvall, C. M.
The purpose of this paper is to report on a pilot investigation of the operation of the Bloom and Carroll hypothesis which states that aptitudes are predictive of rate of learning given a situation in which the time allowed for learning is unlimited, and pupil perserverance, ability to understand instruction, and quality of instruction are optimized for each student. Data for this study were obtained for six separate samples of elementary school students in the individually prescribed instruction project from grades 2 through 6 studying in six different units in arithmetic; sample size varied from 42 to 182. The analyses were carried out in three steps: 1) the correlation between aptitude and rate of learning using two measures previous year rate of learning, and non-verbal I.Q. using Lorge-Thorndike: four rate measures were included as described by Wang (1968); 2) examination of the effectiveness of each aptitude measure as predictors of a composite rate measure; and, 3) examination of the other variables using the two measures in step one plus aptitude measures of mathematics achievement using the Stanford Achievement Tests and Lorge-Thorndike. Multiple regression analysis was used to investigate the composite contribution of these measures of Carroll's variables to each of the four learning rate measures. The three analyses substantiated the hypothesis that there is no simple relationship between pupil aptitude and rate of learning. (Author/SBE)
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Aptitude Tests, Correlation, Elementary Education, Individualized Instruction, Learning Processes, Learning Theories, Mathematics Instruction, Multiple Regression Analysis, Predictive Measurement, Research Projects, Time Factors (Learning)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.