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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 mastery criteria. The results confirmed that practicing until mastery improved individual exam scores, group success rates, and long-term retention. Moreover, overlearning provided additional benefits, especially in long-term retention. However, fluency-building instructions did not further increase academic achievement or long-term retention. Despite the alleged detrimental effects of drill and practice on motivation, a positive relationship was found between amount of practice and attitudes toward the course, the subject matter, and practice activities.
American Educational Research Journal – SAGE
Published: Jun 23, 2016
Keywords: academic achievement,academic performance,fluency,long-term retention,mastery learning,overlearning
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