Mastery learning strategy applied to a preclinical course in endodontics

1978 ◽  
Vol 42 (2) ◽  
pp. 83-89
Author(s):  
BG Tidmarsh
Keyword(s):  
Learning Strategy ◽  
Mastery Learning

The effects of a mastery learning strategy on achievement

1979 ◽  
Vol 16 (1) ◽  
pp. 33-37 ◽  
Author(s):  
Charles Burrows ◽  
James R. Okey
Keyword(s):  
Learning Strategy ◽  
Mastery Learning

Meta-analysis of the effects of mastery learning on students’ academic achievements in Nigeria

2018 ◽  
Vol 10 (4) ◽  
pp. 547-555
Author(s):  
Maxwell Okwudili Ede ◽  
Uwakwe Okereke Igbokwe
Keyword(s):  
Effect Size ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Empirical Studies ◽  
Sampling Technique ◽  
Content Type ◽  
Research Results ◽  
Academic Achievements ◽  
Ex Post ◽  
The Mean

PurposeThe purpose of this paper is fivefold: to identify the various results of previous empirical studies on the effect of mastery learning and students achievement in Nigeria schools; determine the effect size for each of the studies examined; determine the mean effect size of the overall studies examined; find out the mean effect size of studies that examined the effect of gender on academic achievement in mastery learning strategy; and determine the mean effect size of studies that examined the effect of school locations on academic achievements using mastery learning strategy.Design/methodology/approachThis study adopted survey research design using theex postfacto procedure. This study being meta-analytical used already existing data (research results). The sample of research reports included both published and unpublished research reports on the effects of mastery learning on students’ academic achievements in Nigeria between 1980 and 2016. The study adopted a purposive sampling technique in selecting the sample. This was to ensure that studies: were centered on mastery learning and students’ academic achievements; were carried out in Nigeria; appeared in published and unpublished literature between 1980 and 2016; have the statistical values of the research results of each independent variable to be considered (e.g.t-test values,χ2values and correlation values).FindingsThe study revealed that the mean effect size for all the studies was 0.536, indicating a positive mean effect size. The strategy, thus, has a significant effect on students’ achievements. School location, also, did not mediate in the use of the strategy.Practical implicationsBased on the findings of this study, the following recommendations were made: teachers should use this teaching strategy to enhance students’ achievements in difficult concepts in different subject areas. Since the result of this study has shown that the strategy has positive and large effect size, government and school proprietors should, with the collaboration of higher institutions concerned with teacher education, endeavor to organize seminars and workshops to serving teachers to enable them embrace effectively the principles and processes of implementing the strategy in the classroom. Since the result of this study has established the size of the effect of mastery learning strategy on the academic achievements, subsequent researchers should no longer direct their efforts in determining its effects on academic achievements but on the ways of improving the use of the strategy in teaching at all levels of education.Originality/valueAvailable literature has shown that though most previous research findings revealed that mastery learning approach has an effect on academic achievements of students, no efforts have been made toward resolving the inconsistencies of those results by integrating them and establishing the extent of the effect of the strategy on academic achievements. This study, therefore, was designed to fill these gaps created by the non-existence of integrated studies on effects of mastery learning and academic achievements of students in Nigerian schools.

scholarly journals Peningkatan Prestasi Belajar Siswa Materi Cerita Wayang Melalui Strategi Active Knowledge Sharing Menggunakan Media Wayang Kelas IV Sekolah Dasar

2019 ◽  
Vol 13 (2) ◽  
pp. 173
Author(s):  
Nur Setiowati ◽  
Okto Wijayanti ◽  
Sri Harmianto
Keyword(s):  
Knowledge Sharing ◽  
Learning Strategy ◽  
Student Evaluation ◽  
Mastery Learning ◽  
Fourth Grade ◽  
Learning Achievement ◽  
Fourth Grade Students ◽  
Sharing Strategy ◽  
Minimum Criteria ◽  
Evaluation Sheet

The background of this research was the low achievement of the students, which revealed the number of the students who did not pass the standard of Javanese Language score was 100%. The objective of this research was to enhance the students’ achievement in puppet story material, Bima Bungkus and Nggoleki Gung Susuhe Angin through active knowledge sharing strategy using puppet media. The subjects of this research were the fourth grade students of SD Negeri Kalikidang with the number of the students were 32, which were 15 students of them were male while 17 students of them were female. This research was a classroom action research that involved two cycles. Each cycle included two meetings. The implementation of each cycle involved planning, implementing, observing and reflecting. The data collection tools used were observation sheet of teacher activity, observation sheet of students’ activity and student evaluation sheet. The students’ improvement could be seen in each cycle. The indicator of students’ learning achievement was the enhancement of learning achievement at least 75% from the number of students who passed the minimum criteria of mastery learning (KKM) of Javanese Language, which was 70. The students’ achievement in the first cycle was 70.31% whereas the second cycle was 82.45%. From the findings, it can be concluded that the learning strategy of active knowledge sharing using puppet media was able to make students became more active in the teaching process. Therefore, it enhanced the students’ achievement in puppet story material, Bima Bungkus and Nggoleki Gung Susuhe Angin at the fourth grade students of SD Negeri Kalikidang, Sokaraja Sub-distric, Banyumas District.

scholarly journals Mastery Learning Strategy and Learning Retention: Effects on Senior Secondary School Students’ Achievement in Physical Geography in Ganye Educational Zone, Nigeria

2017 ◽  
Author(s):  
Jacob Filgona ◽  
Joel Filgona ◽  
Linus, K. Sababa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Physical Geography ◽  
School Students ◽  
Senior Secondary School ◽  
Learning Retention ◽  
Senior Secondary

The need to alleviate the difficulties of abstraction and improve students’ achievement in Physical Geography informed this research. This study investigated the Effects of Mastery Learning Strategy and Learning Retention on Senior Secondary School Students’ Achievement in Physical Geography. The study adopted the quasi experimental non-equivalent pre-test, post-test control group design. The Multi-stage sampling technique at four levels was used to select four co-educational secondary schools in Ganye Educational Zone in Nigeria. The sample for the study was 218 Senior Secondary School two (SS II) students offering Geography from four intact classes in the four selected secondary schools. The instrument used for data collection was “Physical Geography Achievement and Retention Test” (PGART). The reliability of the instrument was established using Kendall tau b statistic. This gave a reliability index of 0.74. Data collected were analyzed using Mann-Whitney U and t-Test. The results showed that Mastery Learning Strategy has the potentials to improve students’ learning outcomes, retention and achievement in all spheres of cognitive domain in Physical Geography better than the Conventional Method. Hence the need to incorporate this teaching strategy during instruction so that learners would be guided to learn meaningfully and be assisted to retain content learnt in Geography.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN STRATEGI BELAJAR TUNTAS UNTUK MENINGKATKAN HASIL BELAJAR FISIKA MATERI HUKUM NEWTON DAN PENERAPANNYA DI KELAS X

SOSCIED ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 35-43
Author(s):  
Stefany Margareta Martono
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Empirical Test ◽  
Mastery Learning ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Control Group ◽  
Newton’S Laws

 Development Device with Mastery Learning Strategy to Improve Learning Outcomes Physics and Implementation of the Newton's Law in class X. The development is one way to create new innovations in learning activities in the classroom. The purpose of this research is 1) To get the proper and purposeful learning, combined with mastery learning strategies to improve learning outcomes in the material physics of Newton's laws in class X. 2) For the effectiveness of the learning device combined with mastery learning strategies to improve student learning outcomes on Newton's laws of matter in class X. this study uses a "research and development" following the stage of research and development according to Brog Gall. The sampling technique is done randomly, by drawing a coin. Subject trials consisted of testing the theoretical and empirical testing. Theoretically trial consists of three people, divided into 2 as a learning device design expert and one person as a theorist in the field of physics. For the empirical test consists of 10 people to test a small group of 20 people for field trials and 30 people for operational testing. The instrument used in this study were interviews, questionnaires, process assessment, achievement test. The data were analyzed with descriptive analysis and different test average with α=0,5. The results showed that the test for the development of this product 1) the development of good learning device and makes students focus on the material. 2) effective learning tools used in the classroom that can be seen from the average increase in higher learning outcomes physics experimental group than the control group.

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN IPA PADA MATERI SISTEM PENCERNAAN MANUSIA DENGAN STRATEGI JIGSAW-LESSON STUDY PADA SISWA KELAS VIII-A SMP NEGERI 3 PACITAN

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Edi Winarno
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Science Learning ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Average Value ◽  
School Year ◽  
Class Viii ◽  
Human Digestive System

<p>This study aims to improve the quality of science learning outcomes matter of human digestive system in class VIII-A of SMP Negeri 3 Pacitan school year 2011/2012 through the implementation of learning strategy Jigsaw - Lesson study. The results show that the quality of the science learning process increases . It can be seen from the increase in the percentage of success of the action on the first cycle of 62.59 % increased by 7.41% after the second cycle , which becomes 80.00 % and based on the level of success include the category very well . In addition it also increases the percentage of mastery learning in the time before the actions of 38.89 % , after the first cycle of 72.22 % and the second cycle in the classical mastery learning students reach 100 % . The average value of learning outcomes also increased , at the time before the action was 71.00 , after the first cycle of 72.31 and the second cycle in the classical mastery learning students achieve 76.31 . From the results of this study concluded that learning with LS - Jigsaw strategy can improve the quality of science teaching , the students of class VIII - A of SMP Negeri 3 Pacitan school year 2011/2012 .</p>

scholarly journals PENGARUH STRATEGI BELAJAR TUNTAS (MASTERY LEARNING) TERHADAP PRESTASI BELAJAR KIMIA PADA MATERI POKOK REAKSI REDOKS KELAS X SEMESTER 2 SMA HANGTUAH 3 MATARAM TAHUN AJARAN 2011/2012

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Degi Alrinda Agustina ◽  
Muntari Muntari ◽  
Muti’ah Muti’ah
Keyword(s):  
Redox Reactions ◽  
Oxidation Reaction ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Learning Outcome ◽  
Learning Achievement ◽  
Significance Level ◽  
Chemistry Learning ◽  
Learning Assistance ◽  
Academic Year

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi belajar tuntas (mastery learning) terhadap prestasi belajar siswa pada materi pokok reaksi redoks kelas X SMA Hangtuah 3 Mataram. Penelitian quasy eksperimen sebanyak dua kelas yang diperoleh melalui teknik sampling jenuh. Hasil secara statistik uji-t diperoleh thitung (1,509) lebih kecil daripada ttabel (2,021) pada taraf signifikan 5% sehingga dapat disimpulkan bahwa strategi belajar tuntas tidak memberikan pengaruh yang lebih baik secara signifikan daripada strategi ekspositori terhadap prestasi belajar kimia materi pokok reaksi redoks kelas X semester 2 SMA Hangtuah 3 Mataram tahun ajaran 2011/2012. Hal ini disebabkan siswa yang belum siap, proses bantuan belajar dan manajemen waktu dan yang kurang optimal, serta peneliti yang belum pernah mencoba strategi ini sebelumnya.Kata Kunci: Strategi belajar tuntas (Mastery Learning), Prestasi Belajar, Reaksi Redoks Abstract: This study was aimed to determine the effect of mastery learning strategy to the students learning achievement on the redox reactions material of first class students at SMA Hangtuah 3 Mataram. This quasy experimental design consists of two classes which were obtained through technique a saturated sampling. The result showed Statically the t-test was found that tcount (1.509) was lower than ttable(2.021) with 5% significance level therefore  it can be conclude  that the mastery learning strategy did not significantly affected than the expository strategy to the chemistry learning achievement on the redox reaction material of the first class students in the 2nd semester at SMA Hangtuah 3 Mataram academic year 2011/2012. This is caused students who are not ready, the process of learning assistance and the timing was not optimal, as well as researcher who have not tried this strategy before.Keywords: Mastery learning, learning outcome, oxidation reaction

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