Abstract
AbstractThis study was designed to determine the effectiveness of a group-based teacher-paced master) learning instructional model in undergraduate education courses. Two of six sections of a required education course on teaching handicapped children in regular classrooms were taught using master) learning strategies. Data were gathered from 197 advanced undergraduate students enrolled in the course. Multivariate analysis of covariance showed that even after controlling for demographic and affective variables, students in mastery learning sections scored higher on a common final examination, attained higher course grades, and were absent less often than students in sections taught by more conventional methods. Implications for teacher training and college- level instruction are discussed.
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