A Contrast of Mastery Learning and Non-Mastery Learning Instruction in an Undergraduate Social Work Course.

Autor/in	Aviles, Christopher B.
Titel	A Contrast of Mastery Learning and Non-Mastery Learning Instruction in an Undergraduate Social Work Course.
Quelle	(1998), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Critical Thinking; Higher Education; Mastery Learning; Measurement Objectives; Social Work; Teaching Methods; Undergraduate Study + Suchen Sie Ihr Suchwort? Schulleistung; Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Arbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium
Abstract	Many teaching methods investigated in higher education have been examined by social work educators, except for mastery learning. Mastery learning is a behavioral teaching method used successfully in higher education. Achievement is held constant and time allowed is varied, rather than holding time constant and allowing student achievement to vary. Thus, mastery learning uses time flexibility to increase student learning and performance. This study examines how mastery learning performed in an undergraduate social work (BSW) course compared to non-mastery learning instruction. The major research question investigated was, "Do mastery learning and non-mastery instruction have different effects on social work students' academic achievement, attitude toward course topic, and preference for instructional method?" Cites 46 resources. (Author/BB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01