An Aptitude-Treatment Interaction in a Mastery Learning Model of Instruction

Abstract

This research examined the interactive effect of cognitive entry behaviors (CEB) with mastery vs. non mastery learning strategies of instruction on reading comprehension. One hundred eighty grade-three stu dents were randomly assigned to four treatment groups: 90% mastery, 70% mastery, non-mastery, and control. Subjects were individually instructed a sequence of three tasks that aimed to teach the skills of word recognition, word meaning, and word order. Multivariate multiple regression analysis indicated a significant CEB x Treat ment interaction on immediate comprehension achieve ment. A comparison of regression slopes revealed that low CEB mastery learning students benefited relatively more than high CEB mastery learning students. These findings confirmed the interactive relationship between initial abilities and instructional methods postulated in Bloom's theory of school learning. The CEB x Treat ment interaction on long-term retention was not signifi cant, suggesting the need for extended mastery learning programs for low CEB students.