Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.

Dillashaw, F. Gerald; Okey, James R.

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Peer reviewed

ERIC Number: EJ278634

Record Type: Journal

Publication Date: 1983-Mar

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ISSN: ISSN-0022-4308

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Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.

Dillashaw, F. Gerald; Okey, James R.

Journal of Research in Science Teaching, v20 n3 p203-11 Mar 1983

Results of modifying mastery learning strategy to two diagnostic cycles with high school chemistry students (N=156) indicated that achievement of mastery learning students was significantly greater than that on nonmastery learning students. Attitudes toward science/science instruction were not significantly different but were positive in both mastery/nonmastery conditions. (Author/JN)

Descriptors: Academic Achievement, Chemistry, High Schools, Mastery Learning, Science Education, Science Instruction, Secondary School Science, Student Attitudes, Student Behavior, Teaching Methods, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A