Mastery and control groups show no significant differences in entry knowledge, academic self-concept, or affect toward education¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1982 · 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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Tests of differences between mastery and control classes found no statistically significant differences in entry knowledge of course content, academic self-concept, or affect toward education. → Guskey 1982

Evidence¶

Guskey 1982¶

Guskey, Thomas R., et al. (1982). The Effectiveness of Mastery Learning Strategies in Undergraduate Education Courses. Paper presented at the Annual Meeting of the American Educational Research Association, New York. https://eric.ed.gov/?id=ED213702

q2 · i? · causal · r1

Comparison of pretest, self-concept, and affect means for the 55 mastery and 142 control students at semester start. The article reports "nostatistically significantdiffer6nces between thetwo grdup of classes" on these entry measures, supporting group comparability.

"Tests ofdifference's 4gtween thesemeans indicateLsthat there were nostatistically significantdiffer6nces between thetwo grdup of classes interms of entryknowledge of coursecontent;academic self- concept, or affecttoward.eduCation"

Discussion¶

Related Claims¶

• Mastery Learning Improves Outcomes — related
• Female students show stronger academic self-confidence, more positive attitudes, higher achievement, and fewer absences, but this advantage diminishes almost completely under mastery learning — related
• Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations — related