The Effect Of Mastery Learning On Affective Characteristics Of Students A Quantitative Research Synthesis
Abstract
Many experimental researches have been conducted until recent years to see the effect of mastery learning approach on students’ cognitive behavior and affective characteristics. But the question is how much evidence is there in the existing research results provides scientific conclusions by combining existing experimental results. By treating different experiments of mastery learning as research replications, the experimental results can be combined using a meta-analysis technique. This paper shows how a quantitative research synthesis can effectively be used to combine statistical evidences of researches conducted separately and independently. The effect of mastery learning on affective characteristics of students was selected for this research synthesis. The mastery learning approach to be investigated in this research synthesis is Bloom type of mastery learning strategy. Using 26 independent comparisons, the results of study show that: a) the effect sizes of mastery learning on affective characteristics of students are heterogeneous across studies, b) the source of study, either from dissertation or journal article, does not explain the variability among the effect sizes, c) mastery learning programs using a ≥ 75% mastery criterion seem to have positive affective impact on the students, while those using < 75 % mastery criterion have no impact on the affective characteristics of students, d) the mean effect size shows a decreasing trend as the level of education increases, e) the mean effect size is highly positive for mathematics class and low positive effect for science and social studies, and f) short treatment duration has a much larger positive effect size than the long term treatment duration.
Keywords
References
Ames, C. and Archer, J. (1988). Achievement goals in the classroom:
students‘ learning strategies and motivational processes.
Journal of Educational Psychology. 88 (3), 260-7.
Anania, J. (1981). The effects of quality of instruction on cognitive and
affective learning of student. Unpublished doctoral dissertation,
University of Chicago.
Anderson, L.W. (1973). Time and school learning. Unpublished doctoral
dissertation, University of Chicago.
Arlin, M.N. (1973). Learning rate and learning rate variance under mastery
learning condition. Unpublished doctoral dissertation, University of
Chicago.
Block, J.H. and Burn, R.B. (1976). Mastery learning. In L Schulman (Ed)
Review of Research in Education. 4, 3-49
Cooper, H.M. (1989). Integrating Research. Newbury park, CA: Sage
Publication, Inc.
Covington, M.V. and Omelich, C.L. (1984). Task oriented versus
competitive learning structures: motivational and performance
consequences. Journal of Educational Psychology. 76 (6), 1038-50
Dalton, D.W. and Hannapin, M.J. (1988). The effects of computer assisted
and traditional mastery methods on computation accuracy and
attitude. Journal of Educational Research. 82 (1) , 27-33
Geeslin, D.H. (1984). A survey of pupil opinion concerning learning for
mastery. Education. 105 (2), 147-50.
Glass, G.N. (1976). Primary, secondary, and meta-analysis of research.
Educational Researcher, 5, 3-8.
Guskey, T. and Gates, S. (1986). Synthesis of research on the effect of
mastery learning in elementary and secondary classroom. Educational
Leadership, 43 (3), 73-80.
Haver, W.E. (1987). Developing skills in college algebra-A mastery learning
approach. Two-year College Mathematics Journal. 9 (5), 282-7.
Hedges, L.V. and Olkin, I. (1985). Statistical methods for meta-analysis.
San Diego: Academic Press, Inc.
Jackson, G.B. (1980). Methods for integrative reviews. Review of
Educational Research, 50, 438-460.
Lee, M.M. and MacLean, J.E. (1978). A comparison of achievement and
attitudes among three methods of teaching educational psychology.
The Journal of Educational Research. 22 (2), 86-90.
Levin, D.U. and Associates (Ed) (1985). Improving student achievement
through mastery learning program. San Francisco: Jossey-bass
Publishers
DOI: 10.15408/tazkiya.v20i2.9176
Refbacks
- There are currently no refbacks.
