This study sought to evaluate the effectiveness of introducing digital software in music education to improve academic performance and solfeggio class attendance. To assess academic performance, a test consisting of 25 theoretical questions and 25 practical tasks was developed. The Bologna model was used as an assessment system. The groups were…

As evidence grows supporting the importance of non-cognitive factors in learning, computer-assisted learning platforms increasingly incorporate non-academic interventions to influence student learning and learning related-behaviors. Non-cognitive interventions often attempt to influence students' mindset, motivation, or metacognitive reflection to…

Computer-mediated learning initiatives have recently increased due to the novel coronavirus pandemic. Implications are thus created for self-regulation, learning and achievement as computer-mediated learners face unique motivational and metacognitive demands. The current research uses a serial mediation approach to test the effect of goal…

Low levels of student success in introductory college math courses are rampant. There are several reasons for low pass rates in these courses, with the most serious issue being lack of concept mastery. To aid students in concept mastery, adaptive learning systems were created. These systems adapt instruction for each student and create an…

The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare…

A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b)…

Educators are questioning the validity of ability grouping. The benefits accruing to high achievers may not offset the stigma attached to the low-achieving groups. Alternatives to ability grouping include mastery learning, cooperative learning, and computer-aided instruction. More flexible grouping can help students develop cooperation and…

Although computer-assisted instruction (CAI) favorably affects academic performance and attitudes toward instruction, most CAI programs target mastery but not fluency. This study used a within-subjects, crossover design to compare the effects of CAI that included fluency training with traditional study (TS) conditions on test performance and…

This study investigated the utility of aptitude and learning rates for initial study units as predictors of time-to-mastery in an individualized, mastery-based course taught largely by TICCIT (Time-Shared, Interactive, Computer-Controlled Information Television) computer assisted instruction. A TICCIT student station includes a color television, a…

Three groups of college students operated under different contingencies in the same classroom. The Programmed Achievement (PA) condition required students to show 100 percent mastery on 12 chapter quizzes, at the risk of grade loss. Control students took quizzes with no requirement for mastery, and a group of low achievers tried both methods. The…

The objective of this practicum was to apply mastery learning principles in the development of a computer-based instruction lesson on "Divisibility Rules," which was designed for students preparing for the General Education Development (GED) examination. This practicum sought to demonstrate that computer-based instruction which follows…

This study examined the relative benefits of mastery learning, overlearning, and fluency-building instructions for academic performance and long-term retention. College students enrolled in introductory quantitative methods classes (n = 168) were asked to practice every week with a computerized flash-card program until they attained various…

Describes research that investigated the effectiveness of computer-based instruction (CBI) in support of mastery learning based on a study of 333 undergraduate students who used a CBI system called Management Information Systems Tutor (MIST). Student performance and time on task are examined. (Author/LRW)

Discussion of how to integrate computers into the classroom focuses on seven principles of instruction: (1) mastery learning; (2) overlearning and automaticity; (3) cooperative learning; (4) monitoring student progress; (5) immediate feedback; (6) learning styles; and (7) classroom management. Guidelines for using computers to support the…

Reviews recent research on student achievement, self-concept, and curriculum and instruction showing the ineffectiveness of tracking and ability grouping. Certain court rulings show that tracking violates the equal protection clause of the Fourteenth Amendment. Innovative alternatives include cooperative learning, mastery learning, peer tutoring,…