Research on Group-Based Mastery Learning Programs: A Meta-Analysis

Abstract

AbstractThis paper presents a synthesis of findings from 46 studies on group-based applications of mastery learning strategies. Meta-analytic procedures were used to combine the results of the studies and to calculate estimates of the effects of group-based applications. Results show that such applications yield consistently positive effects on both cognitive and affective student learning outcomes, as well as several teacher variables. Variation in the size of the effect across studies was found to be quite large, however, and homogeneity tests indicated that the studies do not share a common effect size. Several factors were explored as possible explanations for this variation, including the subject area to which mastery learning was applied, the grade level of students involved, and the duration of the study. Other possible explanations for this variation are discussed, along with implications for future directions in the research.