This paper is concerned with the importance of testing and developing integrated multilevel educational effectiveness models through comparative studies in educational effectiveness. It is argued that secondary analyses of international comparative studies could help researchers test and develop integrated multilevel educational effectiveness…

"Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

Although computer-assisted instruction (CAI) favorably affects academic performance and attitudes toward instruction, most CAI programs target mastery but not fluency. This study used a within-subjects, crossover design to compare the effects of CAI that included fluency training with traditional study (TS) conditions on test performance and…

Determines if grade nine students (N=98) experiencing similar instructional characteristics but participating in either mastery or traditional labs would demonstrate different concept retention levels. A matched pairs design was employed. Results indicate mastery-based instruction fosters an improvement in cognitive learning of students in this…

This study investigated the validity of the research methodology which sought to compare methods of instruction through the application of univariate statistical procedures, to contribute to the development of the theoretical position which contended that students of different abilities, needs, preferences, and attitudes should be differentially…

Notes that the Cuban method of teaching reading is similar to the Soviet approach but also has much in common with the mastery-oriented strategies of North America. Examines similarities and differences. (FL)

The cognitive and affective learning of students was investigated under three different quality of instruction conditions: conventional group instruction, mastery learning, and tutoring. The study also examined whether qualities of instruction which are adaptive to individual learning needs alter the relation between initial student…

Examined economic concept learning and retention in 121 first and second graders who were randomly assigned (stratified by grade) to 1 of 4 instruction conditions: cooperative learning, mastery learning, cooperative-mastery learning, or control treatment. Found on posttest and delayed posttest that cooperative-mastery method was superior to other…

Four methods of individualized instruction are described and introduced, and their similarities and differences are reviewed in terms of effectiveness, grading, lectures, mastery, pacing, theoretical base, and unit size. The methods described are (1) audio-tutorial, developed by S. N. Postlethwait, an instructional system that allows students to…

In fall 1980, a self-paced, individualized, mastery learning approach was adopted at Hibbing Community College for four chemistry courses in order to increase student performance and success and to provide scheduling flexibility for adult students with outside commitments. While both the traditional approach used prior to fall 1980 and the new…

Examines the effects of mastery criteria on the performance and attitudes of undergraduate students who were divided into three treatment groups with mastery criteria set at 70 percent, 80 percent, and 90 percent respectively. Their performance and attitudes were also compared when mastery criteria were increased, decreased, or kept constant…

A comparison of three instructional methods (frontal lecture strategies, mastery learning strategies, and experiential mastery learning strategies) in a paramedical course showed that frontal lecture produced the highest scores on the lower mental process subtest while experiential mastery learning produced the highest scores on all measures of…

This study compared three instructional strategies for teaching music intervals to beginning music majors: programed instruction using a linear programed text; mastery learning using computer-assisted instruction (CAI); and self-practice using a textbook. Subjects were tested on immediate and delayed (48 hour) retention. Mastery learning by CAI…

An experiment compared three methods of instruction in an introductory course in psychology. The first method utilized groups of three students and required that all three students meet the criterion on each unit of material in the course before being allowed to continue on to other units. This system also required that students do all remediation…

We explore how the external social structure influences internal self-processes by examining whether one's status in the social structure influences one's ability to self-verify across multiple identities. We also examine whether greater verification is related to positive self-feelings (higher self-esteem and mastery) in a stable manner, across…