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Author: Cory R. Osterberg Publisher: ISBN: Category : Competency-based education Languages : en Pages : 218
Book Description
"This paper describes the effect of mastery learning on test-taking performance and student attitudes. The study was conducted in two regular biology classes at a high school located in a suburb approximately thirty-five miles northwest of Chicago, Illinois. Data collection took place over three units totaling approximately ten school weeks ... It was found in this study that students scored significantly lower on, and studied significantly less for, the first test of a unit known in advance to be a mastery learning unit than on the first test (or only test in the case of unit 1) of a unit that was thought to be a traditional, one-test unit."--Author's abstract.
Author: Cory R. Osterberg Publisher: ISBN: Category : Competency-based education Languages : en Pages : 218
Book Description
"This paper describes the effect of mastery learning on test-taking performance and student attitudes. The study was conducted in two regular biology classes at a high school located in a suburb approximately thirty-five miles northwest of Chicago, Illinois. Data collection took place over three units totaling approximately ten school weeks ... It was found in this study that students scored significantly lower on, and studied significantly less for, the first test of a unit known in advance to be a mastery learning unit than on the first test (or only test in the case of unit 1) of a unit that was thought to be a traditional, one-test unit."--Author's abstract.
Author: Sandra Hoenig Publisher: ISBN: Category : Biology Languages : en Pages : 80
Book Description
"The purpose of this study was to evaluate the effects of mastery learning on sophomore level high school students enrolled in a regular level biology course. The study was conducted in April 1996 at Cary-Grove High School, part of Community High School District #155, Crystal Lake, Illinois. The students who participated generally ranked in the top 60th percentile of their class, and based upon this they were placed in this regular level course. The study assesses the effects of mastery learning in two different outcomes, student achievement and student affect. Student achievement was evaluated using a ninety-five question forced choice test that was written by the biology teaching staff at Cary-Grove as a part of the School Improvement Process requirements of the State of Illinois. The test was designed to align with both the goals of the state and the curriculum that has been implemented at Cary-Grove. Student affects was evaluated using a five question student survey that assessed students perception of the course, their attitude toward the subject that they were learning, how important they felt the subject was and how fairly they perceived their work as being evaluated. The results of this study indicated that the mastery learning approach did have a significant effect on the students who were being taught using the method. The test was divided into eleven different topics, and the students who were in the classes where the mastery approach was being used performed better in nine of the areas as opposed to the students who were in the classes where mastery learning had not been used. The results also indicated that mastery learning did appear to have a cumulative effect, with greater results being seen in the second semester topics as opposed to the first semester topics. Mastery learning also appeared to have a positive effect on student affect. The results of the survey found that the students who were taught using the mastery application reported more often than the students were not taught using mastery that they had control over their learning, that there were high expectations for their success, and that the subject they were learning was important."--Author's abstract.
Author: J. Ronald Gentile Publisher: Corwin Press ISBN: 0761946152 Category : Education Languages : en Pages : 208
Book Description
This book describes the concept of mastery learning in the classroom and the various foundations upon which it is built. Five chapters discuss: (1) "Understanding Mastery Learning" (e.g., the learning/memory base, the measurement base, theoretical bases, and the brain base); (2) "Examining the Standards: Math, Science, Social Studies, and English Language Arts" (e.g., mastery as a beginning, beyond mastery, and standards); (3) "Planning Standards-Based Lessons using Mastery Learning" (e.g., overlap among state and national standards, enrichment and remediation, and planning lessons using six elements of mastery learning); (4) "Implementing Standards and Mastery Learning in the Classroom" (13 steps to implementing mastery learning); and (5) "Professional Development and Mastery Learning" (e.g., a plan for action and a professional development agenda and teaching for mastery). The appendix looks at what the literature can tell (e.g., two approaches to mastery learning, empirical evidence, research examples, and memory by fast and slow learners). (Contains approximately 160 references.) (SM).
Author: Cory R. Osterberg
Author: Cory R. Osterberg
Author: Sandra Hoenig
Author: James H. Block
Author: J. M. Cragin
Author: Peter W. Airasian
Author: James Anthony D'Albro
Author: J. Ronald Gentile
Author: Benjamin Samuel Bloom
Author: Doris W. Ryan
Author: James H. Block