Mastery Learning: Thousands of Students, Thousands of Excellent Learners.

Autor/inn/en	Whiting, Bryan; Van Burgh, Jill Wright; Render, Gary F.
Titel	Mastery Learning: Thousands of Students, Thousands of Excellent Learners.
Quelle	(1994), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Students; High School Students; Higher Education; Junior High School Students; Learning Strategies; Mastery Learning; Secondary Education; Skill Development; Student Attitudes; Colorado + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Junior High Schools; Sekundarstufe I; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten
Abstract	This study investigated the cognitive and affective student learning outcomes of 36 semesters using the mastery learning approach in distributive education classes. Data were collected by a high school teacher, a junior high school teacher, and a university professor, all of whom used mastery learning. Data collected over the years indicated that students' grades improved with mastery learning. The level of mastery had no effect on students' grades. Students worked to achieve whatever mastery level the teacher designated. Mastery learning produced successful learning experiences for at least 80 percent of the students. The study results supported the concept that mastery learning can be effective in subjects other than those that are hierarchically organized. Evaluation of students' opinions indicated that students took a great deal of pride in their accomplishments under mastery learning. However, teachers had to invest a certain amount of time for mastery learning to succeed. Mastery learning helps all students learn because they know what they are expected to learn, are taught in the most suitable learning style, are given individual correctives needed to alleviate previous learning failures, and receive opportunities to take another test over the same objectives. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC