Mastery Learning: A Promising Instructional Method for Social Work Education

Abstract

Mastery learning is a behavioral instructional method using additional learning time, and repeated testing opportunities to increase student learning. Although successful in higher education, mastery learning has not been studied in social work. Mastery- and nonmastery-learning instruction were contrasted using four sections of a BSW course with identical content and exams. One instructor taught two course sections with mastery learning, another instructor taught two sections with nonmastery instruction. Dependent variables included student achievement, instructional preference, and attitude toward course topic. Instructor hours spent and reactions to mastery learning were measured. Both instructional methods resulted in similar achievement and similar changes in attitude toward course topic. Of students, 100% preferred mastery instruction. Both methods involved similar amounts of instructor time, but the mastery instructor reported increased classroom time efficiency and coordination between teaching and testing. Mastery learning should be considered a promising instructional method for social work education.