Research-based
The literature indicates positive effects of mastery learning on students, especially in the areas of achievement, attitudes toward learning, and the retention of content. School systems that have implemented mastery learning have found it to be a very effective teaching and learning method. (Davis & Sorrell, 1995).
Guskey and Gates (1986) conducted a meta-analysis which contained 27 studies addressing five areas: student achievement, student retention, time variables, student affect, and teacher variables. They found that achievement results were overwhelmingly positive. Students in mastery learning programs at all levels showed increased gains in achievement over those in traditional instruction program; effects were somewhat larger in elementary and middle school classes.
With regards to student achievement, a positive effect was obtained as a result of the application of group-based mastery learning strategies. Bloom (1968) suggested that mastery learning would enhance learning in all subject areas with larger effects in mathematics and science. This analysis also found more positive effects in language arts.
Guskey and Pigott (1988) conducted a meta-analysis in an attempt to answer several questions about group-based mastery learning. Those questions were: How effective is the typical group-based mastery learning program? What types of educational outcomes are affected by the use of mastery learning? The authors found students who learned under mastery conditions generally liked the subject they were studying more, were more confident of their abilities in that subject, felt the subject was more important, and accepted greater personal responsibility for their learning than students who learned under non-mastery conditions.
Mastery learning's effect on achievement and motivation was examined by Clark, Guskey, and Benningan (1983). The study examined a mastery learning group and a traditional group that used the lecture format. The main variable for this study was motivation and its effect on student achievement. These authors found that the mastery learning group demonstrated higher levels of achievement, fewer absences, and more motivation toward learning course material.
Ritchie and Thorkildsen (1994) examined achievement and accountability. This study compared two mastery learning groups. The treatment variable was that one group was aware they were in a mastery learning program while the other group was unaware. These authors found a statistically significant difference between the two groups with the informed group showing higher levels of achievement.
Kulik, Kulik and Bangert-Downs (1990) conducted a meta-analysis involving 108 evaluations of mastery learning programs. The outcome measures used were performance on examinations at the end of instruction, attitude towards instruction, attitude toward content, and course completion. Performance on examinations at the end of instruction showed positive effects on student achievement although these effects were higher on locally prepared criterion examinations than on nationally standardized test. The majority of studies showed a positive correlation in student attitudes towards instruction and content of mastery learning programs.
References
Block, J. (1971). Mastery learning: Theory and practice. New York: Holt, Rinehart, & Winston.
Bloom, B. (1968). Learning for mastery. Evaluation Comment,1(2), 1-5.
Bloom, B. (1971). Mastery learning. New York: Holt, Rinehart, & Winston.
Carroll, J. (1963). A model for school learning. Teachers College Record, 64, 723-733.
Clark, C., Guskey, T., & Benninga, J. (1983). The effectiveness of mastery learning strategies in undergraduate education courses. Journal of Educational Research, 76(4), 210-214.
Guskey, T., & Gates, S. (1986). Synthesis of research on the effects of mastery learning in elementary and secondary classrooms. Educational Leadership, 43(8), 73-80.
Guskey, T., & Pigott, T. (1988). Research on group-based mastery learning programs: A meta-analysis. Journal of Educational Research, 81(4), 197-216.
Kulik, C., Kulik, J., & Bangert-Drowns, R. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60(2), 265-306.
Levine, D. (1985). Improving student achievement through mastery learning
Ritchie, D., & Thorkildsen, R. (1994). Effects of accountability on students' achievement in mastery learning. Journal of Educational Research, 88(2), 86-90. programs. San Francisco: Jossey-Bass.