Group-based mastery learning programs yield positive achievement effects in every included study, but effect sizes vary so widely that an average was deemed inappropriate¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 1985 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? All studies reporting achievement outcomes showed positive effects of group-based mastery learning. → Guskey 1985

Evidence¶

Guskey 1985¶

Guskey, Thomas R.; Gates, Sally L. (1985). A Synthesis of Research on Group-Based Mastery Learning Programs. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. https://eric.ed.gov/?id=ED262088

q3 · i? · quant-synthesis · r2

Meta-analytic synthesis of 38 studies of group-based, teacher-paced mastery learning; the achievement studies all "showel positive effects as a result of the application of group-based mastery learning strategies", with no study where control students outperformed mastery students overall.

")011 of the 19 studies that reported measures of student achievement showel positive effects as a result of the application of group-based mastery learning strategies."

Discussion¶

Related Claims¶

• Mastery Learning Improves Outcomes — the general claim this finding bears on, with the studies behind it
• In one synthesis of group-based mastery learning, five observational studies found more time-on-task in mastery classes and one community-college evaluation found lower attrition in seven of eight disciplines — related
• Mastery learning effects are smaller in science than in mathematics, social studies, and language arts, contrary to theory, partly due to grade-level confounding — related
• Group-based mastery learning improves retention of learned material, with an average effect size of .62 across four studies — related
• Mastery learning effects are larger for lower-aptitude students, narrowing the spread of achievement in a class — related
• Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations — related