ERIC Number: ED120789
Record Type: RIE
Publication Date: 1975
Reference Count: N/A
The Mastery Learning and Conventional Modes of Instructing College-Level Composition: A Comparative Study Based upon Selected Student Characteristics.
Davis, William J.
This study investigated the validity of the research methodology which sought to compare methods of instruction through the application of univariate statistical procedures, to contribute to the development of the theoretical position which contended that students of different abilities, needs, preferences, and attitudes should be differentially instructed, and to yield information which may be used to counsel and guide students in their choices of instruction. Conventional and mastery methods of instruction were employed to instruct over 500 freshmen English composition students. It was found that there was no significant difference between the mastery learning and conventional modes of instruction; different "kinds" of students achieved different levels of "success" between the two modes of instruction; and the student was a significant variable in the instructional process, but not the major variable. (Author/RB)
Descriptors: College Freshmen, Comparative Analysis, Conventional Instruction, Doctoral Dissertations, English Instruction, Higher Education, Mastery Learning, Research Methodology, Teaching Methods, Writing (Composition)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-9657, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Oklahoma State University