Mastery Learning: A Key Assumption

Students learn at different rates

Mastery Learning: An Introduction

Because students learn at different rates, we must vary instructional time among students in order to allow each student to master each skill.

If students learn at different rates, what must we vary in order to allow each student to master each skill?

vary instructional time among students

The Key Principle of Mastery Learning:

Mastery learning is an instructional approach that allows instructional time to vary among students so that each student spends as much time as he/sheneeds in order to master each skill.

Definition of Mastery Learning

Instructional Time

Allowed

Amount

Learned

Traditional

Approach

Same for

all students

Mastery

Approach

Theoretical Relationship Between Instructional Time Allowed and Amount LearnedUnder Two Different Instructional Approaches

Instructional Time

Allowed

Amount

Learned

Traditional

Approach

Same for

all students

Varies

among students

Mastery

Approach

Theoretical Relationship Between Instructional Time Allowed and Amount LearnedUnder Two Different Instructional Approaches

Instructional Time

Allowed

Amount

Learned

Traditional

Approach

Same for

all students

Varies

among students

Mastery

Approach

Varies

among

students

Theoretical Relationship Between Instructional Time Allowed and Amount LearnedUnder Two Different Instructional Approaches

Instructional Time

Allowed

Amount

Learned

Traditional

Approach

Same for

all students

Varies

Among

students

Mastery

Approach

Varies

among

students

Same

For all students

Theoretical Relationship Between Instructional Time Allowed and Amount LearnedUnder Two Different Instructional Approaches

Two Popular Approaches to Mastery Learning

• Personalized System of Instruction (PSI)

– based on the work of Fred Keller

– primarily used in higher education

– allows for as much instructional time as students need

• Learning for Mastery (LFM)

– based on the work of John Carroll and Benjamin Bloom

– primarily used in elementary and secondary schools

– provides some additional instructional time for students who need it

Note: In this class will focus on the PSI approach, which is simpler and more easily adaptable

Traditional Instructional Approach

Present one unit ofinstruction toentire class

Present next unit of instruction toentire class

Administer test

Contrast this with the Mastery Approach (see next slide)

Mastery Approach PSI (Keller Plan) Version

Student studies unit until student thinks he can demonstrate mastery of skills/knowledge

etc.

no

yes

Mastery Approach PSI (Keller Plan) Version

Student studies unit until student thinks he can demonstrate mastery of skills/knowledge

Student is assessed remastery of skills/knowledge

etc.

no

yes

Mastery Approach PSI (Keller Plan) Version

Student studies unit until student thinks he can demonstrate mastery of skills/knowledge

Student is assessed remastery of skills/knowledge

Didstudent

demonstratemastery?

etc.

no

yes

Mastery Approach PSI (Keller Plan) Version

Student studies unit until student thinks he can demonstrate mastery of skills/knowledge

Student is assessed remastery of skills/knowledge

Student engages in remedial activities

Didstudent

demonstratemastery?

etc.

no

yes

Mastery Approach PSI (Keller Plan) Version

Student studies unit until student thinks he can demonstrate mastery of skills/knowledge

Student studies next unit until student thinks he can demonstrate mastery of skills/knowledge

Student is assessed remastery of skills/knowledge

Student engages in remedial activities

Didstudent

demonstratemastery?

etc.

no

yes

What does research tell us about the mastery learning?

• final exam performance:

• attitude re inst. method:

• attitude re subj. matter:

• Long-term retention:

• similar exam performance

among students:

• course completion:

mastery > traditional

mastery > traditional

mastery > traditional

mastery < traditional

mastery > traditional

mastery > traditional

Are Higher Withdrawal Rates the Real Reason whyMastery Learning

Appears to be so Successful?

Withdrawal Rate Final Exam Performance

PSI > Traditional (23 cases)

PSI > Traditional .55 standard deviationsTraditional > PSI (6 cases)

PSI > Traditional.46 standard deviations

Bottom Line: Even in PSI courses in which the withdrawal rate is lower than the corresponding “traditional” course, students in the PSI course stillperform better on final exams than students in the “traditional” course

Reasons for reduction in the use of PSI courses*

* based on 1986 survey of former users

• time and cost to:- train proctors (tutors)- create instructional materials and tests- keep records of student progress- negotiate space for frequent tutoring and testing

• negative effect on raises, promotion, tenure

Mastery Learning Practices: Are they applicable today?

I find them to be useful. I think you will too!