Effects of Mastery Learning Procedures on Student Achievement

Abstract

This study assessed the effect of contrasting mastery learning on performance among high- and low-achieving students. Subjects were 48 high- and 40 low-achieving first graders, who received either a typical commercial basal reading series mastery learning treatment or an alternative mastery learning treatment that adhered more closely to principles of frequent testing, corrective feedback, and technically sound measurement. Analyses of covariance on two achievement posttests indicated an interaction: Use of the alternative procedures resulted in better scores for low- but not high-achieving pupils. Implications for practice are discussed.