The authors extend their understanding of learner motivation by addressing questions around the construct of classroom need for closure in a high school sample. First, they established that their classroom need for closure measure demonstrated adequate psychometric properties when used with high school students. Subsequently, they explored…

A post-quiz remediation strategy based on mastering a sequence of subskills in college algebra resulted in higher examination scores for students. (Editor)

In a study of mastery learning involving student teachers, it was found that in intense, short-term instructional systems, less specific remediation is appropriate, while more detailed remediation is better when there are few time constraints. (Ed)

A modified mastery learning method resulted in significantly higher achievement and improved attitudes of educational psychology students than either traditional lectures or a combined approach. (Editor/MM)

A synthesis of findings from 46 studies on group-based applications of mastery learning strategies points out their positive effects on both cognitive and affective student learning outcomes as well as on several teacher variables. Variables affecting the success of mastery learning, such as choice of strategy, student grade level, and study…

This report results from studies that tested two variations of Bloom's decreasing variability hypothesis using performance on successive units of achievement in four graduate classrooms that used mastery learning procedures. Data do not support the decreasing variability hypothesis; rather, they show no change over time. (SM)

Researchers used a fifth-grade videodisc fractions program to examine accountability in mastery learning programs. Four classes were randomly assigned to two treatments (those who were and were not aware of participation in mastery learning). Results revealed standardized mean differences for achievement favoring knowledge of being in the mastery…

This study examined the effects of mastery learning on college students' achievement in a nonsequential course in curriculum and instruction. Students participated in either classes with conventional teaching, enhanced cognitive entry behavior plus conventional teaching, or feedback/corrective procedures plus the other methods. Using a combination…

A group-based, teacher-paced mastery learning format was used to instruct students in two sections of an undergraduate course on teaching mainstreamed handicapped children. Students in these sections displayed greater achievement and higher motivation, measured by their number of absences, than did students taught the course by more conventional…

Results of a study of 117 eighth-grade math students suggest: mastery-based methods were more effective than non-mastery methods in improving lesson achievement; computer-based and traditional delivery systems are of greatest value when complementing each other; and student attitudes were only nominally affected by various treatments. (IAH)

Study examined the ways 117 low-socioeconomic third graders interacted during acquisition of new mathematical skills. The effects of cooperative-mastery-learning (CML) strategies on their mathematics achievement were investigated. Two experiments indicated that students exposed to CML performed better than those given more traditional instruction.…