Abstract
The last 29 years of education in the democratic system in Romania have shown that the use of mastery learning strategies is not present in our nowadays teaching-learning process. Even though studies were carried out to show the effectiveness of these strategies teachers still feel reluctant whether to implement a mastery learning model or not. The subject emphasized in this paper is related to the implementation of a mastery learning strategy during the teaching of English as a second language in a public school in Bucharest, Romania.
 Keywords: education, mastery learning, Romanian schools, knowledge, learning strategies
Highlights
This study was based on the acknowledgement that one of the consequences of students’ poor school performance might be the lack of efficient educational strategies in the Romanian educational system
The last report made by the Ministry of National Education in Romania was released in 2018 and it analyzed the Romanian education system between 2009 and 2018
The report mainly involved statistical analysis of the education system and was based on indicators such as the number of students who are registered in schools, teachers and other human resources, students’ results, and the number of students who succeed in getting a job after finishing school (Ministry of National Education, 2018)
Summary
This study was based on the acknowledgement that one of the consequences of students’ poor school performance might be the lack of efficient educational strategies in the Romanian educational system. The last report made by the Ministry of National Education in Romania was released in 2018 and it analyzed the Romanian education system between 2009 and 2018. The report mainly involved statistical analysis of the education system and was based on indicators such as the number of students who are registered in schools, teachers and other human resources, students’ results, and the number of students who succeed in getting a job after finishing school (Ministry of National Education, 2018). By the European Commission (2015), has revealed the fact that Romania is still one of the countries where the results in the tests implemented through OECD’s Programme for International Student Assessment (PISA) are unsatisfactory. The results were similar to the ones obtained in 2009 and 2012 tests
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