Successful use of mastery learning has powerful but mixed effects on teacher variables, including more positive attitudes, altered attributions, and reduced teaching confidence¶

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 Teachers using mastery learning felt better about teaching (effect size = .61) and accepted greater responsibility (effect size = 1.29), but expressed somewhat less confidence in their teaching abilities (effect size = -.59). → 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

Large-scale study by Guskey (1984) involving 117 junior and high school level teachers; the printed effect sizes of .61, 1.29, and -.59 are each a printed effect size with its value, showing mixed effects including the reduced confidence the authors call a "humbling effect."

"Guskey-(1984) found that teachers who use -mastery learning and see improvement in. 'student learning outcomes begin to feel much betterabout' teaching and their roles as teachers (effect size = .61), accept far greater personal responsibility for their students' learning successes and failures (effect size = 1,29), but express somewhat less confidence in their teaching abilities (effect size = -.59)."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Mastery learning improves students' attitudes toward the instruction and toward the subject — the general claim this finding bears on, with the studies behind it
• Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations — related
• Mathematics teachers differ from other teachers in data use, attitudes, and self-efficacy for DBDM — 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
• Evidence on teacher attitude change as an outcome of team-based professional development in higher education is insufficient; only one study mentioned attitudes — related