List of Articles Mastery learning method

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  1 - Comparison of the effectiveness of teaching by mastering learning methods Meaningful learning and intelligent learning on basic mathematical concepts of second grade male elementary students in Isfahan
  mohammadreza ghasemi Maryam Chorami reza ahmadi ahmad ghazanfari
  10.30486/jsrp.2021.1911300.2655
  AbstractThe aim of this study was to compare the effectiveness of mastery learning, meaningful learning and e-learning on the basic mathematical concepts of second grade male students in Isfahan. The research method was quasi-experimental (pre-test, post-test and follow More

  AbstractThe aim of this study was to compare the effectiveness of mastery learning, meaningful learning and e-learning on the basic mathematical concepts of second grade male students in Isfahan. The research method was quasi-experimental (pre-test, post-test and follow-up with the control group). The statistical population of this study included all second grade elementary students in Isfahan with a total number of approximately 65,000 students in the academic year 1399-1399. The sample size was selected based on pre-test, post-test and follow-up methods with a control group of 200 students. Four areas were randomly selected by stepwise cluster sampling method, and were divided into 4 groups of 25 people.The three groups of learning in a mastery, meaningful and intelligent way, in addition to participating in their normal classes such as the control group, each received their own intervention. The research tool was a test of basic mathematical concepts. Before and after the sessions, the basic math concepts test was taken from the control group and all 3 educational groups, and after two months, follow-up was performed. Analysis of covariance was used for analysis and the groups were compared in terms of post-test and follow-up. Manuscript profile
• Open Access Article
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  2 - The effect of mastery learning method on the academic performance and academic achievement motivation of the elementary school students
  Shekofe Zare
  10.30495/ee.2023.1968161.1129
  Introduction: The aim of the present research was to investigate the effect of mastery learning method on the academic performance and academic achievement motivation of the elementary school students. research methodology: The research method is quasi-experimental, wi More

  Introduction: The aim of the present research was to investigate the effect of mastery learning method on the academic performance and academic achievement motivation of the elementary school students. research methodology: The research method is quasi-experimental, with a pre-test, post-test design with an experimental and control group. The statistical population included all primary school students of Marvdasht city. To determine the sample size, 120 students were selected by cluster random method and replaced in two experimental (60 people) and control (60 people) groups. The measurement tools in this research were Hermans achievement motivation questionnaire and Pham and Taylor academic performance questionnaire, whose content and form validity have been confirmed and the reliability of the questionnaire of motivation for achievement and academic performance has been obtained using Cronbach's alpha coefficient of 0.85 and 0.79, respectively. Data analysis was done using descriptive and inferential statistics, which at the level of descriptive statistics; frequency, mean and standard deviation, and at the level of inferential statistics, analysis of covariance test were used. Findings: There is a significant difference between the academic performance and academic achievement motivation of the two experimental and control groups in the post-test stage (p ≥ 0.001), in other words, the mastery learning method has a significant effect on the academic performance and academic achievement motivation of the students. Mastery learning method has had a significant effect on the components of academic performance. That is, 80% of the total variance or individual differences in the self-efficacy component, 38% in the emotional effects component, 73% in the planning component, 60% in the lack of control component and 67% in the motivation component is the difference between the two groups. The mastery learning method has had a significant effect on increasing the motivation of academic progress [F=25.896, p<0.001)]. Conclusion: The result indicated that the mastery learning method is effective in increasing academic performance and academic motivation. The mastery learning method is effective in the components of academic performance. The mastery learning method is effective in the motivational components of academic achievement. Manuscript profile