Hill-Miller, P. (2011). DIFFERENT APPROACH, DIFFERENT RESULTS: A STUDY OF MASTERY LEARNING INSTRUCTION IN A DEVELOPMENTAL READING CLASS AT AN URBAN COMMUNITY COLLEGE. Unc Charlotte Electronic Theses And Dissertations.
ABSTRACTPATRICIA L. HILL-MILLER. Different approach, different results: A study of mastery learning instruction in a developmental reading class at an urban community college. (Under the direction of DR. ROBERT RICKELMAN) Mastery learning is an instructional strategy that was popular at one time and recently resurfaced in higher education environments. Mastery learning attempts to capture the most effective components of individualized tutoring and replicate those strategies in a group setting. This study explored the effectiveness of mastery learning instruction. More specifically, mastery learning and non-mastery learning instruction were compared using 73 students in four sections of a developmental reading class. A Solomon four-group research design was employed. One instructor taught two sections using mastery learning and a different instructor taught two sections with non-mastery learning instruction. Each section included identical course objectives, course content, and unit exams. The independent variable was instructional method. The dependent variables included academic achievement, reading skill, and reading attitude. Quantitative data were collected in the following forms: final grades, unit exam scores, reading skills assessment scores and reading attitude survey results. In terms of academic achievement, the results indicated that there was a statistically significant difference between groups on three of the five unit exams and retest opportunities resulted in improved achievement in the mastery learning conditions. In addition, statistical analysis revealed that there was no statistically significant difference in the reading attitudes of students in the mastery and non-mastery learning conditions.