Improving Personal Mastery Through a Nurturing Program for First Year Students at a Private University in Chiang Mai, Thailand (original) (raw)
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Mastery learning: Implications and practices
Science Education, 1983
Beginning in the Fifties, a series of studies began to focus upon the relative rate of educational development for students in various regions of the United States. Perhaps the most important of these studies consisted of work by Benjamin Bloom. He found that the difference between the highest and lowest state achievement means approximated one standard deviation. That is, a student at the mean in the lowest scoring state learned in 12 years of schooling what the average student in the highest scoring state learned in just eight years (Bloom, 1956). Similar differences were noted by the Coleman (1966) study a decade later.
Mastery Learning: A model for academic success in urban junior colleges
Research in Higher Education, 1979
The Mastery Learning Program was initiated in the City Colleges of Chicago to improve student achievement levels and reduce course attrition rates. During the first year, 37 instructors implemented these new instructional techniques in introductory courses in nine subject areas. Data were gathered from 77 classes involving 2,249 students. Results indicate that in most of the subject areas, students in mastery classes scored higher on final examinations, attained higher course grades, and were less likely to withdraw than students taught by more traditional methods.
Mastery motivation of university students in Australia, Hungary, Bangladesh and Iran
2017
This study trialed a newly developed measure of adult mastery motivation in four different cultural contexts. The Dimensions of Adult Mastery Motivation Questionnaire was translated into Hungarian and Persian languages. A total of 469 university students in Australia, Hungary, Bangladesh and Iran completed the questionnaire about their levels of persistence, preference for challenge, task absorption, and task pleasure. Cronbach alphas for the total mastery motivation scale and most subscales were acceptable to good. There were no differences in self-reported mastery motivation across the four countries, but significant gender differences were evident. In all countries except Hungary, male students reported higher levels of mastery motivation. The DAMMQ appears to be a useful measure of mastery motivation across diverse cultures. The findings provide some support for the universality of the theoretical construct of mastery motivation and suggest the potential need for universities to...
International Journal of Innovation in Science and Mathematics Education, 2016
UTS Science, Engineering and Mathematics students who have studied General Mathematics at high school are far more likely to fail their first undergraduate mathematics subject compared to their counterparts who meet the non-compulsory “Assumed Knowledge” of 2 unit Mathematics. This problem has been growing in recent years as an increasing number of students seek to improve their tertiary entrance score by taking the no-calculus General Mathematics at the Higher School Certificate. This problem is not unique to the University of Technology, Sydney - mathematical under-preparedness is a problem world-wide, with a decade, or more, long history. For some years, UTS has used diagnostic testing and pre-teaching to assist under-prepared students. Unfortunately, students who studied General Mathematics are also more likely to fail the pre-teaching subject. This suggested something more was required. Mastery Learning was chosen as a potential solution. Results to date have been promising wit...
Educational Technology Research and Development, 1986
The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in a course in which mastery learning strategies were employed. Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90% to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion (90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance. Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria should be set.
British Educational Research Journal, 1998
This article describes ways in which teachers, supported by two university lecturers, attempted to secure effective learning for all their pupils. After considering relevant literature, teachers chose to explore the mastery learning model and were successful in using it in two short units of subject-specific work. To maximise the benefits of a second cycle of work on the issue, teachers concentrated on developing mastery learning approaches to transferable elements of the curriculum. They generally agreed that these provided powerful ways of encouraging effective transfer of teaming; they encouraged cooperation amongst staff from different disciplines, led to a consistent approach for pupils, and provided a context in which in-class special needs support could be effectively deployed. Pupils reported that the approaches were successful. Some teachers of English remained sceptical about the validity of mastery learning for some aspects of their subject. Some insights into processes of change in secondary schools are also provided.
Mastery Learning: Improving the Model
Mathematics Education Research Group of Australasia, 2017
In this paper, we report on developments in the Mastery Learning (ML) curriculum and assessment model that has been successfully implemented in a metropolitan university for teaching first-year mathematics. Initial responses to ML were positive; however, we ask whether the nature of the ML tests encourages a focus on shallow learning of procedures, and whether the structure of the assessment regime provides sufficient motivation for learning more complex problem solving. We analysed assessment data, as well as student reports and survey responses in an attempt to answer these questions.