ERIC Number: ED080311
Record Type: RIE
Publication Date: 1973-Mar
The Effects of a Mastery Teaching Strategy on Teacher Attitudes and Pupil Achievement.
Okey, James R.
A study on effects of learning Bloom's mastery teaching strategy on teacher attitudes and effectiveness was made among a class of 21 members enrolled in a graduate science methods course. Each member studied a four hour, multi-media, self-instructional program called "Teaching for Mastery (TFM)" with objectives, practice problems, feedback on exercises, self-tests, and answers all given. A 24-item attitude measure, designed to assess teacher attitudes toward tests, grades, and diagnostic teaching, was taken by the members before and after studying TFM. The class members, concurrently employes as teachers, implemented mastery teaching in either a science or mathematics class. The results from five teachers were analyzed, using a posttest-only control group design. Each of the five teachers split their class to form the experimental and control groups. Data analyses showed the presence of a highly significant difference between the pretest and posttest attitude measures. Attitudes of all class members were improved by TFM study. Pupil posttest results favored the mastery-teaching experimental group for each teacher. Teachers were able to produce higher achievement when using skills. (CC)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Improvement of Educational Systems (DHEW/OE), Washington, DC.
Authoring Institution: National Center for the Development of Training Materials in Teacher Education, Bloomington, IN.
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (46th, Detroit, Michigan, March 1973)