Mastery Learning Approach Research Articles

Model of Flipped Classroom Environment for Mastery Learning Approach Using the “ZOOMRBT App”

In the digital era that encourages innovation in educational technology, it is crucial to incorporate the use of technology into pedagogy. Since the inception of hybrid learning and other approaches that involve students and instructors in educational activities, the learning environment has undergone significant changes. By utilizing instructional resources such as textbooks and videos, it has become feasible to engage with students beyond the confines of the classroom and during evening hours. Research conducted on students in grades 8 and 9 in Ontario, Canada, revealed that due to their limited spare time, they opted to study and complete their homework after school. Moreover, they exhibited a clear prioritization of their depth of subject knowledge over other factors. The study aimed to adapt the existing learning environment to establish a new environment conducive to mastery learning. It involved fifteen student participants, including an expert teacher in the flipped classroom teaching method. The study employed qualitative techniques such as focus groups, document analysis, expert agreement percentages, and innovative flipping of the classroom. The study resulted in the identification of five thematic analyses: learning flexibility, application skills, usage of application skills, mastery assessment, and the human touch. Collectively, these qualitative findings provide compelling evidence that the research participants actively engage with various aspects of the flipped learning environment, as outlined by the aforementioned themes. The participants in the case study acted as both fresh and established elements within the flipped learning environment.

Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills

Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills

Effects of Mastery Learning Approach on Interest and Performance in Trigonometry among Senior Secondary School Students, Katsina State, Nigeria.

The study investigated the effects of mastery learning approach on interest and performance in trigonometry. It employs quasi-experimental design using pretest, post-test and control groups. The population of the study consists of all SS2 students in Katsina state. Four research objectives, research questions and null -hypothesis were posed and tested in the study. Four education zones were purposively sampled and four secondary schools were randomly selected from the four education zones. Multi-staged sampling technique was employed. The instruments used for the study were Trigonometric Interest Scale (TIS) and Trigonometric Performance Test (TPT). TPT and TIS were validated by experts from the department of psychology/counseling and department of mathematics Federal College of Education, Katsina. The reliability of both TPT and TIS were 0.63 and 0.73 using Pearson Product Moment Correlation Coefficient (PPMCC) and Cronbach alpha coefficient respectively. The data were analyzed using mean, standard deviation, Independent t-test, Mann Whitney U-test and ANCOVA. The four Null –hypotheses were tested at .05 level of significance and the study revealed that there was a significant difference between the interest mean level of students taught trigonometric concepts (MRe=181.95; MRc=139.05; Z (319) = 4.152 ; p=.00< .05) using MLA and those using conventional method; there was a significant difference between performance mean score of students taught trigonometric concepts using MLA (F(319) = 225.2; P=0.000£ .05) and those taught using conventional method; there was no significant difference between the interest mean level of boys (Mr =78.6, Z (319)=556 , p = 0.53 > 0.05) and girls (Mr = 82.5) and there was no significant difference between the learning mean performances of boys and girls taught trigonometric concepts using MLA (Mm =61.6; Mf =62.7; Sdm=9.6; Sdf=7.9; t(158)=0.74 and p=0.46>.05). By promoting an inclusive and supportive environment, MLA ensures that all students, regardless of gender, can achieve mastery and develop a sustained interest in mathematics. Adopting MLA can thus be a pivotal step towards improving educational outcomes and fostering a more equitable academic landscape. The study recommended that teachers should apply the Mastery Learning Approach (MLA) in classroom settings to stimulate students interest in mathematics. This method will help students thoroughly master the content of any given concept taught, leading to improved academic performance.

Teaching nursing students to respond to patient deterioration using a deliberate practice mastery learning approach: A feasibility study

BackgroundPatient assessment underpins recognition of deterioration. Simulation is frequently used to educate about deterioration, but the optimal simulation method is unclear. This study explored the feasibility of using a deliberate practice mastery learning approach (DPML) in a future larger randomized controlled trial (RCT) patient deterioration scenario. SampleSeventy-four nursing students. MethodFeasibility data was collected according to Tickle-Degnen's method of assessing study processes (recruitment and retention), resources (technology), collection and management of data, and science (acceptability and results of the method of simulation). ResultsResources to support an RCT included simulators with data collection capability, student satisfaction, and results of a significantly higher number of intervention groups who completed key behaviors. Barriers include recruitment and retention and the DPML method being unfamiliar. ConclusionImproved recruitment strategies, educating and upskilling a large teaching team to deliver DPML consistently are required for a future RCT.

Investigating the improvement of nursing students’ clinical competence through the mastery learning approach compared to the traditional method in the oncology department: A mixed-methods study

Background & Objective: Providing exceptional attention to cancer patients requires nursing education in the oncology unit. Thus, this study aimed to acquire and improve clinical competency in nursing students through the Mastery Learning approach and compare it with traditional education. Materials & Methods: This study used a mixed-method (exploratory sequential design) approach to develop a clinical competency checklist and evaluate students' skills through Mastery Learning. This research started with a qualitative study and continued with a quantitative one. We developed the checklist using a three-round Delphi method, comprising 41 items based on 7 criteria. An internship program was offered to 20 nursing students in two groups (i.e., Mastery Learning training and traditional training) at the oncology department of Hakim Hospital, Neyshabur, Iran, for one semester. To assess the impact of the intervention on students' anxiety, an Evaluation Apprehension Measure questionnaire was administered to each student before the posttest, followed by a 5-item objective structured clinical examination (OSCE) to assess students' final skills. The competency and anxiety questionnaire was also checked for reliability and validity. Results: For the clinical competence checklist, 41 out of 52 items showed more than 80% agreement. The results of the anxiety test demonstrated that students receiving Mastery Learning were moderately anxious, while students undergoing traditional training had high levels of anxiety. The results of the OSCE test showed that the students in the Mastery Learning group had significantly higher scores than their peers in the traditional training group. Conclusion: This study found that Mastery Learning led to a reduction in test anxiety and an increase in clinical competence.

Evaluasi Pembelajaran Statistik Pendidikan di STAI Al Khairaat Labuha dengan Model Evaluasi Discrepancy dan Kirkpatrick

This study is aimed to evaluate the learning of Educational Statistics Course at PAI Study Program of STAI Alkhairaat Labuha, Ternate. This is evaluation research, employing the combination of Discrepancy and Kirkpatrick Evaluation Model. The study employed mixed methods involving questionnaires, observation, and documentation. The case study method was used, which included total sampling of 14 students. The research results reveal several significant findings: To begin with, the learning gap for Educational Statistics Course for the 2022/2023 Academic Year is relatively small with 11.57%. Second, the lecturers have pedagogical competence and high professionalism in the student's perspectives. This is indicated by the findings that the gap of pedagogical and professional competence is extremely small with 8.35% and 4.20% respectively. Third, the use of Mastery Learning approach to teach Educational Statistics is considered effective and making Google forms and applications to collect data directly from respondents and data processing procedures provides the most effective learning experience for students. The researchers made the following recommendations: firstly, lecturers should design well-developed and structured lesson plans, and enhance student learning with practical skills to make learning more successful. Second, lecturers are encouraged to improve their pedagogical skills, particularly in the topics of material distribution, calculating material, and to increase learning for quartile material and research hypotheses. Third, lecturers should continue using the Mastery Learning approach in the teaching of Educational Statistics. Fourth, lecturers are urged to fully enhance students' cognitive, affective, and psychomotor through direct practices and peer collaboration.

Effect of Cooperative Mastery Learning Approach on Secondary School Students Achievement based on Gender in Kirinyaga County, Kenya

Through the study of Physics, technological advancement promoting standard of living, creation of wealth, health and industrialization has been realized. The Kenyan government has put much effort to reduce gender disparity in achievement in physics in secondary schools. However, and despite these efforts, the desired outputs have not been realized. Though a number of factors may be responsible for this prevailing situation in secondary schools in Kenya, it is envisaged that inappropriate teaching approaches used in teaching physics contribute to gender disparity in achievement in physics. While cooperative mastery learning approach has been shown to reduce gender disparity in other science subjects’ studies addressing the effect of cooperative mastery learning approach towards student’s achievement in Physics based on gender are inadequate. Hence this study investigated the effects of Cooperative Mastery Learning Approach on secondary school students’ achievement in Physics based on gender in Kirinyaga County. Solomon’s four quasi experimental group design was used. The target population was 5850 form two Physics students in the secondary schools in Kirinyaga County, Kenya. A sample of 180 respondents was obtained from the population. Simple random sampling was used to draw the participating four schools from the purposively selected Sub-county schools. The assignment of selected schools to either experimental or control group was done by simple random sampling. The research instrument that was used was physics Achievement Test (PAT). The Reliability was tested by subjecting the instrument to a pilot study in a school in Embu County. Reliability coefficient for Physics Achievement Test was 0.798. Statistical Package for Social Sciences (SPSS) version 25.0 was used for data analysis. The raw data obtained was analyzed descriptively using Mean, Standard deviation, percentages and inferentially using parametric tests (one-way ANOVA, t-test and Posthoc Analysis). The level of significance for acceptance or rejection of null hypotheses was at α = 0.05. The study established that cooperative mastery learning approach enhances students’ academic achievement in Physics for both genders. Further the study findings show that there was no statistical significance difference in student achievement in physics based on gender. From the findings of the study cooperative mastery learning approach is effective in improving student achievement in Physics for both boys and girls. Therefore, Physics teachers should incorporate cooperative mastery learning approach in teaching in order to reduce gender disparity in students’ achievement in Physics.

Effect of Cooperative Mastery Learning Approach on Secondary School Students’ Self concept in Kirinyaga County, Kenya

Effect of Cooperative Mastery Learning Approach on Secondary School Students’ Self concept in Kirinyaga County, Kenya

Improving Academic Performance in Geometry Using a Mastery Learning Approach through GeoGebra

The objectives of these quasi-experimental methods were to improve academic performance in geometry using a mastery learning approach through GeoGebra for mathematics teacher students and to investigate students’ satisfaction with using a mastery learning approach through GeoGebra in geometry. The participants were divided into two groups, involving 30 and 29 students, respectively. The experimental group with 30 students received instruction in the mastery learning approach through GeoGebra, while the control group received a traditional education in learning geometry. At the end of the lessons, post-tests were administered to both groups. The statistical difference between the participant’s post-test academic performance in the experimental and control groups was analyzed with an independent sample t-test after examining the assumptions of this test, namely normality and homogeneity in each group, while percentages and means were used to assess the satisfaction of the experimental group. The instruments used were the Geometry Achievement Test (GAT), which consists of 2D and 3D dimensions, and a questionnaire with satisfied students. Results of the study indicated that the scores of academic performances in the experimental group were significantly higher than those of the control group. Analysis of the questionnaire responses indicated a positive overall satisfaction with using a mastery learning approach through GeoGebra in geometry. On the other hand, instruction with a mastery learning approach through GeoGebra supported students’ learning of these subjects meaningfully and conceptually.

Competency-Based Medical Training in Anesthesiology: Has It Delivered on the Promise of Better Education?

Competency-Based Medical Training in Anesthesiology: Has It Delivered on the Promise of Better Education?

Dr. Practicability of Blooms Mastery Learning Approach in Public Secondary Schools in Lagos Metropolis

The applicability of theories at times are occasioned by societal norms as it is a known fact that theorist are influenced by their immediate society. Hence, situation where most classes are overcrowded, one would begin to wonder if theory like Blooms mastery learning could be applicable Hence, this study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers’ perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.84. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed that mastery leaning is not practicable in public senior secondary as perceived by teachers. The study also finds significant difference between teachers with post-graduate qualification and teachers with first degree, but no significant difference was found based on teachers experience. The study recommends that teachers should change their orientation and make efforts to apply mastery learning as it has recorded positive results when used. 
 Keywords: Blooms mastery Learning, Perception, Practicability

The Effect of STEM Education Integrated into Teaching-Learning Approaches (SEITLA) on Learning Outcomes: A Meta-Analysis Study

STEM education is an educational approach whose popularity has increased in recent years. Although numerous efforts have been made to make STEM education more effective, educators face great difficulties in finding appropriate teaching methods and strategies. Within this framework, the aim of this research is to examine the results of studies that investigate the effect of STEM education integrated into teaching-learning approaches (SEITLA) on learning outcomes and to evaluate the results obtained from these studies. For this purpose, the meta-analysis method was used in this study. In line with the aim of the study, 33 experimental studies made between the years 2015-2021 were included in the meta-analysis, and the effect sizes of these studies were calculated. It was found that the effect of these activities on individuals’ learning outcomes had an effect size ranging between 0.13 and 2.09. As a result of the meta-analysis, it was determined that among the studies examined in the research, the effect of STEM education carried out with a mastery learning approach on students’ learning outcomes was considerably large. Another interesting result determined in the study was that the effect of a technology-supported STEM approach on learning outcomes was very small. In conclusion, STEM education integrated into teaching-learning approaches such as mastery learning, evidence-based education, and blended learning can be more effective on students’ learning outcomes. At the end of the study, discussions related to the findings are also included.

20 Special Delivery: Skills@Home

Due to the sudden shift in online learning at the start of the pandemic, an innovative idea was identified to encourage a student-centred approach for continuing the development of their essential skills whilst learning from home. Taking inspiration from other healthcare programmes, we developed, and risk assessed ‘Skills@Home’ packages to embed a mastery learning approach towards dexterous skills. These comprehensive packages included access to virtual resources and e-learning as well as practical and safety equipment. Implementation of these packages allowed students to maximize their exposure, experience and understanding of a range of skills that could be accessed at a time and pace to suit their needs. The pilot ‘Skills@Home’ package focussed upon the development of suturing, which is a traditional and essential midwifery skill.A collaborative approach between the midwifery team and the clinical simulation and skills education team ensured a robust approach to the risk assessment, procurement and delivery of packages to students’ home addresses. A pre-requisite for receiving a pack was the completion and return of a detailed student agreement form which outlined safety considerations and their responsibilities. The package was piloted with a cohort of 29 third-year student midwives, as a priority group, to facilitate and increase confidence and application in the clinical area and to ensure enough opportunities for progression on the programme.Students completed an online evaluation form after receiving their packs, which showed overwhelming support for this approach. Students identified that having the opportunity to learn in this manner at home not only enhanced their confidence and skills technique but also helped them to relate theory to practice. Additionally, students identified that they would like to see the ‘Skills@Home’ approach sustained and enhanced once on-campus learning has resumed.This has inspired the clinical simulation and skills education team to identify other Skills@Home packages that can be used within healthcare learning. Ensuring that thorough risk assessments are completed along with the packages being created and delivered to the students in the most cost-effective way. Following the pilot study, ethics approval is currently being sought to explore, using focus groups, the midwifery students’ experiences and view of using the Skills@Home initiative.

Effect of Cooperative Mastery Learning Approach on Secondary School Students’ Motivation in Kirinyaga County, Kenya

Through this current study the effects of Cooperative Mastery Learning Approach in Physics for secondary school students have been measured. The research area is Kirinyaga County. Solomon’s four quasi experimental group design was used. A sample of 180 respondents was obtained from an accessible population of 5850. Simple random sampling was used to draw the participating four schools from the purposively selected Sub- County schools. The assignment of selected schools to either experimental or control group was done by simple random sampling. The research instrument that was used was a students’ motivation questionnaire (SMQ). The Reliability was tested by subjecting the instrument to a pilot study in a school in Embu County. Reliability coefficient for students’ motivation questionnaire was 0.795. Statistical Package for Social Sciences (SPSS) version 25.0 was used for data analysis. The raw data obtained was analyzed descriptively using Mean, Standard deviation, percentages and inferentially using non-parametric tests (Kruskal-Wallis test, Mann Whitney U test and Posthoc Analysis). The level of significance for acceptance or rejection of null hypotheses was at α = 0.05. Statistical significance has been observed between students taught using cooperative mastery learning and conventional teaching approach.

Effects of Mastery Learning Approach on Performance in Geometry among Senior Secondary School Students in Northwest Zone, Nigeria

Effects of Mastery Learning Approach on Performance in Geometry among Senior Secondary School Students in Northwest Zone, Nigeria

Utilizing a Strategy Based on the Mastery Learning Approach to Enhance EFL Oral Communication Skills and Self-Efficacy of Secondary Stage Students

Utilizing a Strategy Based on the Mastery Learning Approach to Enhance EFL Oral Communication Skills and Self-Efficacy of Secondary Stage Students

Learning Concepts Subject to Islamic Religious Education for Deaf Children with Special Neededs

Education is an essential field in a country. Through education, knowledge transfer can take place Not only knowledge but also the inculcation of ta nations' values, ideals , and culture. Therefore, education plays an essential role in the sustainability of a country. This research aims to find out the concepts and models of implementation of learning models in Islamic religious education for children with special needs with hearing impairment. This research uses the type of library research. It uses a qualitative descriptive approach by collecting scientific papers or data that have something to do with data or research objects that are library in nature. The study results explain that the optimal concept of learning for children with special needs is a). The strategies used in learning Islamic religious education are individualization, cooperation, and behavior modification. b). The media used is media related to audio, visual, and audiovisual. Following the needs of Islamic religious education material that is being delivered. c). The method used is a mixed lecture method, demonstration, discussion, repetition, question and answer, assignment, and observation. d.) The approach used for learning Islamic religious education for children with special needs with hearing impairment is a language approach, individual, group, habit, mastery learning, and communication approach.

A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

Mobile learning game has been widely used for encouraging students whenever and wherever. However, several studies have indicated that without properly incorporating students' personalised characteristic and learning assistance mechanism into the digital game-based learning environment might fail to motivate students learning and to help them acquire knowledge. To address this issue, this study proposes an integrated learning diagnosis and mastery learning mechanism to generate appropriate gaming stage according to the conceptual levels of an individual student in a pre-test and monitor learning during the gaming process. A mobile game-based learning system was developed on the general science course in four Thai elementary schools with 282 students to evaluate its effectiveness. The experimental results showed that the students achieved the concepts of force and motion through the proposed approach. The findings also highlight relationships between the proposed game and the conventional game in terms of students' achievement clusters, performance, and perceptions.

A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

Mobile learning game has been widely used for encouraging students whenever and wherever. However, several studies have indicated that without properly incorporating students' personalised characteristic and learning assistance mechanism into the digital game-based learning environment might fail to motivate students learning and to help them acquire knowledge. To address this issue, this study proposes an integrated learning diagnosis and mastery learning mechanism to generate appropriate gaming stage according to the conceptual levels of an individual student in a pre-test and monitor learning during the gaming process. A mobile game-based learning system was developed on the general science course in four Thai elementary schools with 282 students to evaluate its effectiveness. The experimental results showed that the students achieved the concepts of force and motion through the proposed approach. The findings also highlight relationships between the proposed game and the conventional game in terms of students' achievement clusters, performance, and perceptions.

Using a Simulated Model and Mastery Learning Approach to Teach the Ultrasound-guided Serratus Anterior Plane Block to Emergency Medicine Residents: A Pilot Study.

The serratus anterior plane block (SAPB) is a safe, single-injection alternative for pain control in patients with rib fractures. This pilot study aims to teach the ultrasound-guided SAPB to emergency medicine (EM) residents using a mastery learning approach. A 19-item checklist was created and mastery was determined to be 17 of 19 items correct. This pass score was established using a Mastery Angoff standard-setting exercise with a group of EM experts. Learners participated in baseline testing on a simulated model and performance was assessed by two raters. Learners then watched an instructional video and participated in an individualized teaching session. Learners underwent deliberate practice followed by posttesting until mastery was achieved. Score differences in baseline testing and posttesting were analyzed using a paired t-test. Pre- and posttesting surveys were also completed by participants. Twenty-eight PGY-1 to -4 residents volunteered to participate in the study. The range of reported SAPBs seen previously was 0 to 5. The mean (±SD) number of items correct on the checklist for initial testing was 8.5 of 19 (±2.7), while the mean (±SD) final score was 18 of 19 (±0.6; p<0.001). All participants met mastery standards after the curriculum intervention. Median self-reported procedural confidence was 2 out of 5 on a 5-point Likert scale before the session and 5 out of 5 after the session (Z=-4.681, p<0.001). Using a mastery learning approach and simulated model, we were able to successfully train EM residents to perform the SAPB at a level of mastery and increase their overall confidence in executing this procedure.