Achievement effects of group-based mastery learning are larger for elementary students than for high school or college students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
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 i2 Average achievement effect sizes were .94 for elementary, .72 for high school, and .65 for college studies, a statistically significant difference. → 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 · i2 · quant-synthesis · r2

Moderator analysis grouping the achievement studies by grade level (elementary, high school, college) in the meta-analysis; the printed average effect size of .94 (elementary), .72 (high school), and .65 (college) are each a printed effect size with its value, and "A test of these AifferenceS showed that they were, indeed, :statistically significant."

"The average effect size --ItO-E-A030MisiWirolving elementary students was .94.Studies -----1-nffolving high school students had An averacje effect size of .72, while those involving college level students had_an average of .65."

Discussion¶

Related Claims¶

• Mastery learning effects are larger for lower-aptitude students, narrowing the spread of achievement in a class — the general claim this finding bears on, with the studies behind it
• 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
• Forming implementation intentions produces a medium-to-large positive effect (d = .65) on goal attainment across 94 independent tests — related
• Personalized learning effects tended to be larger in elementary grades and were not statistically significant in high school grades — related
• Mastery Learning Improves Outcomes — a broader claim this one bears on
• 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