Abstract
This investigation was a study of the effects of remediation within a mastery instructional model with respect to achievement at the higher cognitive levels, i.e., application, analysis, synthesis, and evaluation. The experimental population for the investigation was secondary level student teaching candidates, with the sample including 58 candidates enrolled in the general teaching methods course. The subjects were randomly assigned to two experimental groups. One group (treatment) experienced a Keller mastery remediation. The other group (active control) experienced a modified Bloom alternate assignment remediation. Research questions, aligned with the purpose of the study, were as follows: (1) Will different forms of remediation affect achievement of higher order cognitive skills between treatment groups of teaching candidates? (2) Will student teachers exposed to different remediation strategies receive superior ratings by university supervisors on higher cognitive performance? The six-weeks treatment was implemented within the context of a comprehensive teaching model, focusing on the five instructional skills: establishing performance objectives, diagnosing learners, selecting instructional strategies, interacting with learners, and evaluating the effectiveness of instruction.
Seymour, JoAnn Goss (1977). The effects of mastery learning on the achievement of higher cognitive skills. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -630270.