Effect Of Mastery Learning Research Articles

A Feasible Web-Conference-Style Remote Simulation using Demonstration Video Clips in Anaesthesia under the COVID-19 Outbreaks: A Preliminary Survey Study.

The Coronavirus disease-2019 (COVID-19) outbreak has deprived simulation-based medical education for health care workers. Attendees are strictly prohibited to converge at a simulation training venue because of the COVID-19 outbreaks. To address this issue, we developed a web-conference-style remote simulation program using demonstration video clips. This report introduced the method and described participants' satisfaction. This preliminary survey study evaluated learners' satisfaction in multiple institutions. The Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation (SSHF) by a 5-degree scale was used to evaluate participants' satisfaction. The survey was conducted immediately after completing the simulation sessions. Ten (100%) participants (7 anaesthesia individuals, 2 anaesthesia residents and 1 nurse anaesthetist) from nine institutions responded to the survey. All median values of the satisfaction scores were ≥4.0, whereas the median values of scores for environmental fidelity and psychological insecurity were 3.5 and 3.0, respectively (P=0.005). A web-conference-style remote simulation using demonstration video clips is a feasible method for conducting simulation-based medical education under COVID-19 that showed high satisfaction scores. Further, additional studies are required to explore the internal and external validity and the effectiveness of mastery learning.

Effects of Mastery Learning and Problem Solving Teaching Methods on Attitude to Mathematics Learning among Senior Secondary School Students in Gusau, Zamfara State

Effects of Mastery Learning and Problem Solving Teaching Methods on Attitude to Mathematics Learning among Senior Secondary School Students in Gusau, Zamfara State

The Effect Of Mastery Learning On Affective Characteristics Of Students A Quantitative Research Synthesis

Many experimental researches have been conducted until recent years to see the effect of mastery learning approach on students’ cognitive behavior and affective characteristics. But the question is how much evidence is there in the existing research results provides scientific conclusions by combining existing experimental results. By treating different experiments of mastery learning as research replications, the experimental results can be combined using a meta-analysis technique. This paper shows how a quantitative research synthesis can effectively be used to combine statistical evidences of researches conducted separately and independently. The effect of mastery learning on affective characteristics of students was selected for this research synthesis. The mastery learning approach to be investigated in this research synthesis is Bloom type of mastery learning strategy. Using 26 independent comparisons, the results of study show that: a) the effect sizes of mastery learning on affective characteristics of students are heterogeneous across studies, b) the source of study, either from dissertation or journal article, does not explain the variability among the effect sizes, c) mastery learning programs using a ≥ 75% mastery criterion seem to have positive affective impact on the students, while those using < 75 % mastery criterion have no impact on the affective characteristics of students, d) the mean effect size shows a decreasing trend as the level of education increases, e) the mean effect size is highly positive for mathematics class and low positive effect for science and social studies, and f) short treatment duration has a much larger positive effect size than the long term treatment duration. DOI: 10.15408/tazkiya.v20i2.9176

The Effect of Mastery Learning on Affective Characteristics of Students a Quantitative Research Synthesis

Many experimental researches have been conducted until recent years to see the effect of mastery learning approach on students’ cognitive behavior and affective characteristics. But the question is how much evidence is there in the existing research results provides scientific conclusions by combining existing experimental results. By treating different experiments of mastery learning as research replications, the experimental results can be combined using a meta-analysis technique. This paper shows how a quantitative research synthesis can effectively be used to combine statistical evidences of researches conducted separately and independently. The effect of mastery learning on affective characteristics of students was selected for this research synthesis. The mastery learning approach to be investigated in this research synthesis is Bloom type of mastery learning strategy.Using 26 independent comparisons, the results of study show that: a) the effect sizes of mastery learning on affective chharacteristics of students are heterogeneous across studies, b) the source of study, either from dissertation or journal article, does not explain the variability among the effect sizes, c) mastery learning programs using a ≥ 75% mastery criterion seem to have positive affective impact on the students, while those using < 75 % mastery criterion have no impact on the affective characteristics of students, d) the mean effect size shows a decreasing trend as the level of education increases, e) the mean effect size is highly positive for mathematics class and low positive effect for science and social studies, and f) short treatment duration has a much larger positive effect size than the long term treatment duration.

The Role of Mastery Learning in Clinical Education: A Systematic Review

Context Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational progress is not dependent on time, but rather performance. In this model, the learner is constantly assessed until achieving mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable. Objectives The purpose of the present study was to review the literature on the effects of mastery learning on the clinical education of medical students. Data Sources This systematic review was conducted in English and Persian databases to evaluate articles on mastery learning in clinical education, published from 1990 to 2016. In the primary search, 503 articles were retrieved using Persian and English keywords, including “clinical teaching” and “mastery learning”. After reviewing the abstracts, 50 relevant articles were selected, and, finally, 26 articles were reviewed. Results Based on the findings, mastery learning can improve skill mastery among students, reduce the complications of medical interventions, increase the students’ self-confidence, reduce the required time for skill acquisition, increase the students’ knowledge, and improve their communication skills. Also, this method of learning has been effectively applied in medicine, nursing, and occupational therapy for students and hospital staff. Conclusions Mastery learning is a suitable method for teaching clinical skills to students. Considering the advantages of this method, it can be used effectively to train students from different medical disciplines.

Meta-analysis of the effects of mastery learning on students’ academic achievements in Nigeria

Purpose The purpose of this paper is fivefold: to identify the various results of previous empirical studies on the effect of mastery learning and students achievement in Nigeria schools; determine the effect size for each of the studies examined; determine the mean effect size of the overall studies examined; find out the mean effect size of studies that examined the effect of gender on academic achievement in mastery learning strategy; and determine the mean effect size of studies that examined the effect of school locations on academic achievements using mastery learning strategy. Design/methodology/approach This study adopted survey research design using the ex post facto procedure. This study being meta-analytical used already existing data (research results). The sample of research reports included both published and unpublished research reports on the effects of mastery learning on students’ academic achievements in Nigeria between 1980 and 2016. The study adopted a purposive sampling technique in selecting the sample. This was to ensure that studies: were centered on mastery learning and students’ academic achievements; were carried out in Nigeria; appeared in published and unpublished literature between 1980 and 2016; have the statistical values of the research results of each independent variable to be considered (e.g. t-test values, χ2 values and correlation values). Findings The study revealed that the mean effect size for all the studies was 0.536, indicating a positive mean effect size. The strategy, thus, has a significant effect on students’ achievements. School location, also, did not mediate in the use of the strategy. Practical implications Based on the findings of this study, the following recommendations were made: teachers should use this teaching strategy to enhance students’ achievements in difficult concepts in different subject areas. Since the result of this study has shown that the strategy has positive and large effect size, government and school proprietors should, with the collaboration of higher institutions concerned with teacher education, endeavor to organize seminars and workshops to serving teachers to enable them embrace effectively the principles and processes of implementing the strategy in the classroom. Since the result of this study has established the size of the effect of mastery learning strategy on the academic achievements, subsequent researchers should no longer direct their efforts in determining its effects on academic achievements but on the ways of improving the use of the strategy in teaching at all levels of education. Originality/value Available literature has shown that though most previous research findings revealed that mastery learning approach has an effect on academic achievements of students, no efforts have been made toward resolving the inconsistencies of those results by integrating them and establishing the extent of the effect of the strategy on academic achievements. This study, therefore, was designed to fill these gaps created by the non-existence of integrated studies on effects of mastery learning and academic achievements of students in Nigerian schools.

Mastery Learning in Modern Languages ‐ a Case Study

Abstarct Five teachers of French in first year classes, using a package of mastery learning materials devised by the researchers, were followed through two units of instruction (approximately ten weeks). This paper describes the materials used, and the data collected by systematic lesson observation, by analysis of test results and by interviews with the teachers, and offers tentative conclusions on the effectiveness of mastery learning as a strategy for foreign language teaching in the Scottish school context.

The effects of mastery learning and student tutors upon achievement in an audio-tutorial college biology program

The levels of academic achievement of students following an audio-tutorial college zoology course with different teaching methods are compared. Mastery learning produced a limited short-term enhancement of academic achievement, regardless of whether staff or student instructors were used. The use of student instructors with non-mastery audiotutorial teaching seemed to be the least effective. All test groups showed a marked long-term retention of knowledge, as measured by multiple-choice test items, although there were significant decreases in performance on short-answer items. Such differences between group achievement scores as existed at the end of the experimental period had disappeared three months later

Retention of Probability Concepts: A Pilot Study into the Effects of Mastery Learning with Sixth-Grade Students

T his study grew out of a successful mastery-learning curriculum study, details of which appear in previous reports (Shepler, 1970a, 1970b). The purpose of that study was twofold: (1) To test the feasibility of teaching topics in probability and statistics to a class of sixth-grade students, and (2) to construct a set of instructional materials and procedures in probability and statistics for sixth-grade students. In that study, 25 selected sixth-grade students from Waunakee Elementary School, Waunakee, Wisconsin, were taught a unit on probability and statistics concepts. A test designed to measure 14 of the behavioral objectives was used both as a pretest and a posttest to see what changes occurred as a result of instruction. Overall, the group's mean performance changed from 27.28 (37.9%) on the pretest to 66.80 (92.8%) out of 72 items on the posttest; 11 of the 14 specified objectives were mastered; and 21 of the 25 students (84%) were considered master learners (answered correctly 90% or more of the items), while all had answered correctly at least 80% of the items.