A Determination of the Cognitive Consequences Derived from Mastery-Based Science Instruction.

Dunkleberger, Gary E.; Knight, Carlton W., II

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Peer reviewed

ERIC Number: EJ246275

Record Type: Journal

Publication Date: 1981

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A Determination of the Cognitive Consequences Derived from Mastery-Based Science Instruction.

Dunkleberger, Gary E.; Knight, Carlton W., II

School Science and Mathematics, v81 n5 p383-87 May-Jun 1981

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 study. (DS)

Descriptors: Comparative Analysis, Grade 9, Mastery Learning, Matched Groups, Science Education, Science Instruction, Secondary Education, Secondary School Science, Teaching Methods

Publication Type: Journal Articles; Reports - Research

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Language: English

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