Mastery Learning Benefits Low-Aptitude Students

Autor/inn/en	Ironsmith, Marsha; Eppler, Marion A.
Titel	Mastery Learning Benefits Low-Aptitude Students
Quelle	In: Teaching of Psychology, 34 (2007) 1, S.28-31 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/s15328023top3401_6
Schlagwörter	Mastery Learning; Lecture Method; Developmental Psychology; Achievement Need; Academic Achievement; Grade Point Average; Teaching Methods; Academic Ability; Goal Orientation; Tests; Scores; Comparative Analysis + Suchen Sie Ihr Suchwort? Entwicklungspsychologie; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Zielorientierung; Zielvorstellung; Examination; Prüfung; Examen
Abstract	We tested the effects of instructional method (lecture vs. mastery) and aptitude (high, medium, low GPA levels) on students' academic performance and achievement motivation goals. Students enrolled in a developmental psychology course received either traditional lecture or mastery (Keller's Personalized System of Instruction [PSI]) instruction. PSI students ended the semester with higher final examination scores than lecture students; the difference was greatest for the lowest GPA group. Low-aptitude PSI students showed increases in learning goals over time when compared to low-aptitude lecture students. The academic performance and learning goals of PSI students with the lowest grade point averages (GPAs) approached those of lecture students with the highest GPAs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10