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- Publisher
- SAGE
- Copyright
- Copyright © by SAGE Publications
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- DOI
- 10.3102/00028312021004725
- Publisher site
- See Article on Publisher Site
Abstract
The mathematics achievement effects of principal components of mastery learning and student team learning were evaluated in a year-long randomized experiment in urban ninth grade general mathematics classes. The components were formative tests, corrective instruction for nonmasters, summative tests (Mastery), and practice in four-member heterogeneous teams and team rewards (Teams). A 2 X 2 (Mastery by Teams) factorial experiment compared Mastery, Teams, Teams + Mastery, and a control treatment. All methods used the same materials and schedule of teaching, worksheets, and test. A nested analysis of covariance indicated significant achievement main effects for Teams but not for Mastery. No Mastery by Teams or pretest by treatment interactions were found.
Journal
American Educational Research Journal – SAGE
Published: Jan 1, 1984