DIFFERENT APPROACH, DIFFERENT RESULTS: A STUDY OF MASTERY LEARNING INSTRUCTION IN A DEVELOPMENTAL READING CLASS AT AN URBAN COMMUNITY COLLEGE

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Hill-Miller, P. (2011). DIFFERENT APPROACH, DIFFERENT RESULTS: A STUDY OF MASTERY LEARNING INSTRUCTION IN A DEVELOPMENTAL READING CLASS AT AN URBAN COMMUNITY COLLEGE. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

ABSTRACTPATRICIA L. HILL-MILLER. Different approach, different results: A study of mastery learning instruction in a developmental reading class at an urban community college. (Under the direction of DR. ROBERT RICKELMAN) Mastery learning is an instructional strategy that was popular at one time and recently resurfaced in higher education environments. Mastery learning attempts to capture the most effective components of individualized tutoring and replicate those strategies in a group setting. This study explored the effectiveness of mastery learning instruction. More specifically, mastery learning and non-mastery learning instruction were compared using 73 students in four sections of a developmental reading class. A Solomon four-group research design was employed. One instructor taught two sections using mastery learning and a different instructor taught two sections with non-mastery learning instruction. Each section included identical course objectives, course content, and unit exams. The independent variable was instructional method. The dependent variables included academic achievement, reading skill, and reading attitude. Quantitative data were collected in the following forms: final grades, unit exam scores, reading skills assessment scores and reading attitude survey results. In terms of academic achievement, the results indicated that there was a statistically significant difference between groups on three of the five unit exams and retest opportunities resulted in improved achievement in the mastery learning conditions. In addition, statistical analysis revealed that there was no statistically significant difference in the reading attitudes of students in the mastery and non-mastery learning conditions.

Details
Author

Hill-Miller, Patricia

Title

DIFFERENT APPROACH, DIFFERENT RESULTS: A STUDY OF MASTERY LEARNING INSTRUCTION IN A DEVELOPMENTAL READING CLASS AT AN URBAN COMMUNITY COLLEGE

Physical Description

1 online resource (119 pages) : PDF

Date

2011

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTPATRICIA L. HILL-MILLER. Different approach, different results: A study of mastery learning instruction in a developmental reading class at an urban community college. (Under the direction of DR. ROBERT RICKELMAN) Mastery learning is an instructional strategy that was popular at one time and recently resurfaced in higher education environments. Mastery learning attempts to capture the most effective components of individualized tutoring and replicate those strategies in a group setting. This study explored the effectiveness of mastery learning instruction. More specifically, mastery learning and non-mastery learning instruction were compared using 73 students in four sections of a developmental reading class. A Solomon four-group research design was employed. One instructor taught two sections using mastery learning and a different instructor taught two sections with non-mastery learning instruction. Each section included identical course objectives, course content, and unit exams. The independent variable was instructional method. The dependent variables included academic achievement, reading skill, and reading attitude. Quantitative data were collected in the following forms: final grades, unit exam scores, reading skills assessment scores and reading attitude survey results. In terms of academic achievement, the results indicated that there was a statistically significant difference between groups on three of the five unit exams and retest opportunities resulted in improved achievement in the mastery learning conditions. In addition, statistical analysis revealed that there was no statistically significant difference in the reading attitudes of students in the mastery and non-mastery learning conditions.

Genre

doctoral dissertations

Subjects--Topics

Reading
Adult education

Degree

Ph.D.

Keywords

Adult Education
Community College
Developmental Education
Developmental Reading
Mastery Learning

Subject Area

Curriculum & Instruction

Advisor(s)

Rickelman, Robert

Committee Members

Abrams, Lyndon
Pugalee, David
Wang, Chuang

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2011.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

HillMiller_uncc_0694D_10236

Permalink

http://hdl.handle.net/20.500.13093/etd:493