THE EFFECTS OF A MASTERY LEARNING STRATEGY ON ACHIEVEMENT.
The article offers information about a study done to examine the individual and cumulative effects on achievement of providing students with objectives, sample test items, and a mastery strategy that included diagnostic testing and remedial instruction. It also investigated the effects of mastery le...
| Publicado en: | Journal of Research in Science Teaching Vol. 16; no. 1; pp. 33 - 38 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Jan1979
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21467870&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21467870 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224308 STE jtl: Journal of Research in Science Teaching issn: 00224308 maglogo: Y pubinfo: dt: Jan1979 vid: 16 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 21467870 10.1002/tea.3660160106 ppf: 33 ppct: 5 formats: tig: atl: THE EFFECTS OF A MASTERY LEARNING STRATEGY ON ACHIEVEMENT. aug: au: Burrows, Charles Okey, James R. affil: Kamehameha School, Hawaii University of Georgia, Athens su: Mastery learning Academic achievement Individualized instruction Outcome-based education Ability testing Students Learning Continuous progress programs Individualized education programs sug: subj: Mastery learning Academic achievement Individualized instruction Outcome-based education Ability testing Students Learning Continuous progress programs Individualized education programs ab: The article offers information about a study done to examine the individual and cumulative effects on achievement of providing students with objectives, sample test items, and a mastery strategy that included diagnostic testing and remedial instruction. It also investigated the effects of mastery learning on achievement of students with different aptitudes for learning. Findings confirmed that the effectiveness of the comprehensive mastery strategy was significantly greater than the use of the individual components of objectives, test items, or individualized. Furthermore, the study supports a hypothesis that students can achieve at high levels of instruction if it is organized properly. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1979 holdings: @attributes: islocal: N |
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