NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED228966
Record Type: RIE
Publication Date: 1983-Apr
Pages: 22
Abstractor: N/A
Reference Count: 0
The Influence of Mastery Learning on Students' Attributions at the College Level.
Guskey, Thomas R.; And Others
The effect of mastery learning procedures on achievement and students' attributions for learning outcomes was studied with undergraduates enrolled in a general education course at a large state university. Most of the students were juniors and all had met selective admission requirements. It was hypothesized that mastery learning would result in more positive student learning outcomes and more internal attributions for both success and failure. The 34 students undergoing mastery learning procedures and the 88 control group students were pretested on the course content and were administered a revised version of the Adult Achievement Responsibility Scale, which measures attributions for the causes of academic performance. Throughout the semester, mastery learning students were administered tests and provided feedback and corrective activities. There were no significant differences between the mastery and control groups on entry-level content knowledge. Although mastery learning students achieved significantly higher final examination scores than did the control group students, no differences in attribution change were identified. The findings of Duby (1981) and the present findings are contrasted. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 1983).