Mastery Learning and Student Teams: A Factorial Experiment in Urban General Mathematics Classes
Mastery Learning and Student Teams: A Factorial Experiment in Urban General Mathematics Classes
复制标题
掌握学习与学生团队：城市普通数学课堂的析因实验
DOI：
10.3102/00028312021004725
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发表时间：
1984
影响因子：
2.7
通讯作者：
N. Karweit
中科院分区：
文献类型：
--
作者：
R. Slavin;N. Karweit
通过为期一年的随机实验，对掌握学习主成分和学生团队学习的数学成绩效应进行了评价。这些组成部分是形成性测试，纠正非硕士，总结性测试（掌握），并在四名成员的异质团队和团队奖励（团队）的做法。一个2 × 2（团队掌握）析因实验比较了掌握，团队，团队+掌握，和对照治疗。所有方法均使用相同的教学材料和教学、训练和测试时间表。协方差的嵌套分析表明，显着的成就团队的主效应，但不掌握。未发现团队掌握或预测试与治疗相互作用。
The mathematics achievement effects of principal components of mastery learning and student team learning were evaluated in a year-long randomized experiment in urban ninth grade general mathematics classes. The components were formative tests, corrective instruction for nonmasters, summative tests (Mastery), and practice in four-member heterogeneous teams and team rewards (Teams). A 2 X 2 (Mastery by Teams) factorial experiment compared Mastery, Teams, Teams + Mastery, and a control treatment. All methods used the same materials and schedule of teaching, worksheets, and test. A nested analysis of covariance indicated significant achievement main effects for Teams but not for Mastery. No Mastery by Teams or pretest by treatment interactions were found.