ERIC Number: ED213702
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
The Effectiveness of Mastery Learning Strategies in Undergraduate Education Courses.
Guskey, Thomas R.; And Others
This study was designed to assess the effectiveness of a group-based, teacher-paced model of mastery learning for instruction in undergraduate education courses. It was hypothesized that the mastery-taught students, who were provided formative tests and corrective activities, would achieve higher scores on the final examination and higher grades in the course than the control group. It was also hypothesized that the experimental group would demonstrate greater interest in their learning than the control group by attending class more regularly. Subjects were advanced sophomores or first semester juniors enrolled in six sections of a one-semester course dealing with topics in educational psychology and teaching exceptional children in the mainstreamed classroom. Fifty-five students constituted the mastery learning group, and the control group had 142 students. A series of formative tests were developed for the experimental group with accompanying feedback and corrective activities. Corrective work was completed outside of class by those students who did not attain 90 percent mastery on the formative tests. Although the course content, sequence of topics, activities, and group-based instruction were identical in all sections, only in the mastery learning sections were regular checks on learning progress coupled with corrective activities. At the end of the term, students in all sections were administered a common final examination. An analysis of the results indicated that the mastery group demonstrated higher levels of achievement than their peers trained in a typical lecture approach. The significantly fewer absences in the mastery learning group suggested that, concomitant with their superior achievement, these students were more interested in their coursework. (JD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).