Collaborative argumentation has been recognized as a powerful means to facilitate conceptual change of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining collaborative argumentation that yields such productive outcomes is known to be difficult. Specifically, social-motivational antecedents have…

This exploratory study determined whether a mathematical model of mastery learning provided a good fit for achievement data obtained from student progress in an introductory, college-level astronomy course for nonmajors. Results provide positive but not compelling evidence that the model of mastery learning is correct. (JN)

Reports on a study designed to determine whether academic achievement of students taught in the cooperative group mastery mode would be different from the achievement of students who learn in an individualized method and to determine whether gains or losses would be seen in nonacademic outcomes such as social relations, self-esteem, and classroom…

University students given performance objectives, diagnostically tested, and given immediate feedback are compared with students who receive no objectives and are not diagnostically tested. Students' attitudes toward instruction are evaluated following diagnostic testing. (Authors/SA)

Discusses a mathematical model for mastery learning. The model includes measures of a motivational factor and the specific ability of a learner with respect to content being learned. The model also contains a variable reflecting prior learning. Assumptions/limitations are discussed, and research questions raised. (Author/JN)

Determined if modifying Bloom's mastery strategy improves science achievement during a six week human physiology unit. Findings indicate only a small degree of improvement in achievement of 185 students. Suggests that the approach employed in this study would be impractical for the biology classroom. (DS)

Results of modifying mastery learning strategy to two diagnostic cycles with high school chemistry students (N=156) indicated that achievement of mastery learning students was significantly greater than that on nonmastery learning students. Attitudes toward science/science instruction were not significantly different but were positive in both…

Reports results of the meta-analysis of 130 research studies on effects of instructional systems used in science teaching. Studies coded gave rise to 341 effect sizes. Systems examined included audio-tutorial, computer-linked, individualized, and media-based instructional systems, personalized system of instruction, mastery learning, self-directed…