Literaturnachweis - Detailanzeige
Autor/inn/en | Ironsmith, Marsha; Eppler, Marion A. |
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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 |
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 |
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). |
Anmerkungen | Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |