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Mastery learning and student teams: A factorial experiment in urban general mathematics classes
Ist Teil von
American educational research journal, 1984-01, Vol.21 (4), p.725-736
Ort / Verlag
Washington, DC: American Educational Research Association
Erscheinungsjahr
1984
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
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 × 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.