Effects of Accountability on Students' Achievement in Mastery Learning  

Oleh:

Thorkildsen, Ron ; Ritchie, Donn

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 88 no. 02 (Nov. 1994), page 86-99.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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ABSTRACT A teacher-directed, videodisc-based program for teaching fractions to fifth-grade students was used to examine the factor of accountability in mastery learning programs. The videodisc-based instruction was chosen to help minimize differences in instructional materials, instructional time, and instructional delivery. Researchers used a pretest posttest, two-group design to identify if knowledge of participation in a mastery learning program was related to academic achievement. Ninety-six students in four classes participated in the study. Classes were randomly assigned to two treatments. All students received instruction in fractions via the teacher directed, videodisc-based Mastering Fractions program. Treatment 1 students (n = 50) knew that they were participating in a mastery learning program and therefore were held accountable for their progress and remediation. Tre2tmcnt 2 students (n = 46) were not aware that their teacher was using mastery learning principles to determine progression and remediation. Comparisons between Treatment 1 and Treatment 2 student scores, after adjustments for pretest results, using analysis of covariance, revealed standardized mean difference effect sizes of 0.67 for achievement favoring Treatment 1. These results provide some evidence that knowledge of being in a mastery-based program contributes to increased achievement.

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