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ERIC Number: ED514543
Record Type: Non-Journal
Publication Date: 2010
Pages: 156
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-1174-5
Mastery Learning and Academic Achievement
Miles, Kent
ProQuest LLC, Ed.D. Dissertation, Walden University
During the 2006-2007 school year, 14% of the eighth-grade mathematics students at the study campus failed to meet advancement criteria on the Georgia Criterion Referenced Competency Test (CRCT). The purpose of this quantitative pretest-posttest and control-group design study was to first investigate the effects of a mastery goal approach to instruction on eighth-grade mathematic students' academic ability, and also to examine the effects of the treatment on motivational constructs. For the first portion of the study, two groups of students, 43 in the control group and 36 in the treatment group, were examined to determine the effect of the treatment on the participants' academic achievement on the STAR Math assessment. An independent-measures "t" test was used to evaluate the mean difference (M[subscript D]) in the scaled scores gains from STAR Math assessments to determine academic achievement, which indicated the treatment group had significantly higher achievement gains than the control group, M[subscript D] = 32.44, p less than 0.001, and d = 0.53. Next, a repeated-measures study of 57 students used a Motivational Orientation Inventory (MOI) as a pretest and posttest to determine any changes, as a result of the treatment, on the students' academic motivational orientation, perceptions of classroom goal structures, and academic efficacy. Paired-samples "t" tests were conducted on the mean of each motivational construct in the MOI with the results indicating significant changes in the students' performance-avoidance goal orientation. Findings can be used to enhance positive social change by providing mastery learning structures including individualized student pacing of instruction, remediation and retesting of standards, and student assessment based on mastery of material in order to motivate students to learn and promote higher levels of academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia