Learning social studies through mastery approach

ISSN 2329-9843

This study examined learning Social Studies by investigating the effectiveness of mastery approach on
students’ performance in Social Studies of two groups of students drawn from Osun State College of
Education, Ila- Orangun and University of Uyo, Ila-Orangun Study Centre which consisted of 200 level
Social Studies students and 200 level degree Social Studies students. A unit of course peculiar to both
NCE and Degree Students in Social Studies was taught. SOS 221 titled; Issues and Problems of National
Development for NCE Students and SSE 225 titled; Issues and Problems of Modern Society was broken
down and presented sequentially to learners at different levels; the difficulty of the learning task varied
according to the level of learners involved. In all 60 students, 30 from each level were involved. The
research design was the posttest only control group design, which allows research to be conducted
without any pretest. Results showed a clear-cut conclusion on the effectiveness of mastery learning
approach on students’ performance as students in the two categories performed better in Social Studies
compared with conventional approach to learning. This result was found to be significant at the 0.05
level. Some deductions were made on the results and the need for further research work is advocated.

Learning social studies through mastery approach. (2018). International Journal of

Education Research and Reviews, 6(4), 1-004.
https://www.internationalscholarsjournals.com/articles/learning-social-
studies-through-mastery-approach.pdf?
fbclid=IwZXh0bgNhZW0CMTEAAR0nrQLKFfolp-
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YwSCqQ

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In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

ISSN: ISSN-0092-055X
Mastery learning approaches were designed to improve student learning and elevate the level of
understanding across a broader swath of students. These approaches operate under the belief that all
students are capable of learning if given enough time. Little research has examined the utility or
applicability of a mastery learning approach for social sciences outside of research methods courses.
This study provides a review of the relevant literature on mastery learning, a discussion of the
applicability of this approach to the teaching and learning of social sciences, and a review of the process
and results of the conversion of more traditionally organized and taught courses to a mastery learning
approach. Overall, our evaluation provides evidence that a mastery learning approach can make a
significant impact on student learning.

(2024). Messenger.com. https://l.messenger.com/l.php?u=https%3A%2F

%2Feric.ed.gov%2F%3Fq%3DMastery%2520learning%2520%26id
%3DEJ1249502&h=AT3buSaOLTaZqTkPxQ77Uh3Ad5XWxYSuDddxoeuvb498pn
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Mastery Learning: A Mixed-Methods Study of Teacher Efforts Implementing Key Components of the
Mastery Learning Framework

ISBN: 979-8-5825-2208-9

This study works to assess the degree to which the impact of implementation of Mastery Learning can
be described through teacher perception, academic achievement, and student growth. Elementary
school teachers in a suburb in North Carolina implemented the Mastery Learning framework. The
school's end-of-grade test scores were above state and district averages but did not meet expected
academic growth as identified by the state. These results are an indicator that many of the students
were proficient but were not growing at an acceptable rate. Beginning in the 2017 school year, teachers
attended professional development training on the framework, processes, and best uses of Mastery
Learning in a classroom. I created a survey, piloted a focus group, examined responses, and analyzed
achievement data to determine the impact of the implementation of Mastery Learning at this site. The
impact of Mastery Learning on student achievement and growth were examined, and teacher
perceptions were studied. The results from this study led to conclusions that a need exists for students
to master necessary skills, either before learning takes places or as a corrective teaching when a deficit
is presented in learning, in order to show growth in student achievement scores. My recommendations
were for the school to continue to pursue professional learning on Mastery Learning practices. I also
recommend continuation of research on many of the Mastery Learning framework aspects in order to
maintain high fidelity standards, increase participation from the teachers, and provide students more
time to meet growth on achievement tests.

Conley, L. (2020). Mastery Learning: A Mixed-Methods Study of Teacher Efforts

Implementing Key Components of the Mastery Learning Framework.
In ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346,
Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
https://eric.ed.gov/?
q=Mastery+learning+&id=ED655280&fbclid=IwZXh0bgNhZW0CMTEAAR34U1Y
qv-
Lig4jvSF2vvHY47kFjgMLapWHYWPsTjrefobzBxRFupHi9hic_aem_CQ3gHOK7Z9
Lt49RWGtqKSA

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Beyond Proficient: How Three High Schools in Kentucky Implement Mastery Learning

Pearson, Juliana; Flory, Michael

CNA Corporation

The pedagogy of mastery learning requires students to demonstrate a deep understanding of a given
course topic before being allowed to proceed to the next topic. Teachers use formal or informal
assessments to monitor students' progress, providing additional support to students whose
performance shows they have not mastered the content. Students retake assessments as necessary
until they do demonstrate mastery. There is no penalty for needing extra attempts. Mastery learning has
been around for several decades, and much has been written about its effectiveness, reporting varying
results. Much less has been written about how schools implement mastery learning. This report
describes how three Kentucky high schools in different districts, each working independently with the
University of Kentucky to reform their educational practices, define, implement, and report on their
mastery learning programs. The schools represent a variety of educational settings and range of
experience with mastery learning. Through interviews and document analysis, this report examines four
broad questions about mastery learning in the participating high schools: (1) How do the schools define
and measure mastery learning? (2) Why did the schools choose mastery learning?; (3) How do the
schools implement mastery learning, including use of assessments, instructional differentiation, role of
technology, and professional development?; and (4) What beliefs do stakeholders have about the
successes and challenges associated with the schools' mastery learning implementation?

Pearson, J., & Flory, M. (2014). Beyond Proficient: How Three High Schools in
Kentucky Implement Mastery Learning. CNA Corporation; CNA Corporation.
4825 Mark Center Drive, Alexandria, VA 22311. Tel: 703-824-2000; e-mail:
[email protected]; Web site: http://www.cna.org. https://eric.ed.gov/?
q=Mastery+learning+&pg=3&id=ED555565&fbclid=IwZXh0bgNhZW0CMTEAAR
06G_AqWOoAY3OxrT0ITi2sHgXYkqw6CBIqD0gNvW7FRj_dTZfRGm14zko_aem
_Vz04CIPHHVcuU7ZibMnGEg