Title: AFFECTIVE CHARACTERISTICS OF THE ADULT LEARNER: A STUDY OF MASTERY BASED INSTRUCTION
Abstract: This study addresses the utility of a mastery learning strategy for the returning adult student in basic mathematics. More specifically, it analyzes which students seem to profit most from this strategy in light of their affective characteristics. Students were randomly assigned to one of four classes, two mastery ("N = 56) and two nonmastery (N = 51). Pre and post assessments were obtained on subject‐specific interest, anxiety, self‐concept, control and instructional mastery skills. Mathematics aptitude and a common criterion‐referenced achievement test were also obtained. Of the two groups, the mastery sample had greater achievement and also increased levels of self‐concept, control, and instructional mastery skills. It was also demonstrated that students low in self‐concept, control, and instructional mastery skills seem to have significantly higher achievement in the mastery than the nonmastery condition. The study is viewed as one examplar of the type of research needed, i.e., attempting to improve placement decisions in light of learner individual differences and varying learning environments.
Publication Year: 1983
Publication Date: 1983-07-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 2
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