This theory paper focuses on understanding how mastery learning has been implemented in undergraduate engineering courses through a systematic review. Academic environments that promote learning, mastery, and continuous improvement rather than inherent ability can promote performance and persistence. Scholarship has argued that students could achieve mastery of the course material when the time available to master concepts and the quality of instruction was made appropriate to each learner. Increasing time to demonstrate mastery involves a course structure that allows for repeated attempts on learning assessments (i.e., homework, quizzes, projects, exams). Students are not penalized for failed attempts but are rewarded for achieving eventual mastery. The mastery learning approach recognizes that mastery is not always achieved on first attempts and learning from mistakes and persisting is fundamental to how we learn. This singular concept has potentially the greatest impact on students’ mindset in terms of their belief they can be successful in learning the course material. A significant amount of attention has been given to mastery learning courses in secondary education and mastery learning has shown an exceptionally positive effect on student achievement. However, implementing mastery learning in an undergraduate course can be a cumbersome process as it requires instructors to significantly restructure their assignments and exams, evaluation process, and grading practices. In light of these challenges, it is unclear the extent to which mastery learning has been implemented in undergraduate engineering courses or if similar positive effects can be found.
Therefore, we conducted a systematic review to elucidate, how in the U.S., (1) has mastery learning been implemented in undergraduate engineering courses from 1990 to the present time and (2) the student outcomes that have been reported for these implementations. Using the systematic process outlined by Borrego et al. (2014), we surveyed seven databases and a total of 584 articles consisting of engineering and non-engineering courses were identified. We focused our review on studies that were centered on applying the mastery learning pedagogical method in undergraduate engineering courses. All peer-reviewed and practitioner articles and conference proceedings that were within our scope were included in the synthetization phase of the review. Most articles were excluded based on our inclusion and exclusion criteria.
Twelve studies focused on applying mastery learning to undergraduate engineering courses. The mastery learning method was mainly applied on midterm exams, few studies used the method on homework assignments, and no study applied the method to the final exam. Students reported an increase in learning as a result of applying mastery learning. Several studies reported that students’ grades in a traditional final exam were not affected by mastery learning. Students’ self-reported evaluation of the course suggests that students prefer the mastery learning approach over traditional methods. Although a clear consensus on the effect of the mastery learning approach could not be achieved as each article applied different survey instruments to capture students’ perspectives. Responses to open-ended questions have mixed results. Two studies report more positive student comments on opened-ended questions, while one study report receiving more negative comments regarding the implementation of the mastery learning method. In the full paper we more thoroughly describe the ways in which mastery learning was implemented along with clear examples of common and divergent student outcomes across the twelve studies.
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Investigating Student Perceptions of Transformational Intent and Classroom Culture in Organic Chemistry Courses
Within chemistry education, there are various curricular and pedagogical approaches that aim to improve teaching and learning in chemistry. Efforts to characterize these transformations have primarily focused on student reasoning and performance, and little work has been done to explore student perceptions of curricular and pedagogical transformations and whether these perceptions align with the transformational intent. To complement our previous work on the Organic Chemistry, Life, the Universe, and Everything (OCLUE) curriculum, we developed this exploratory study to determine if students had perceived the goals of the transformation. As in our previous research on OCLUE, we compared perceptions between OCLUE and a more traditional organic chemistry course. Using inductive and deductive qualitative methodologies, we analyzed student responses to three open-eneded questions focused on how students perceived they were expected to think, what they found most difficult, and how they perceived they were assessed. The findings were classified into three superodinate themes: one where students perceived they were expected to learn things as rote knowledge, such as memorization (“Rote Knowledge”), another where students perceived they were expected to use their knowledge (“Use of Knowledge”), and responses that used vague, generalized language, were uninformative, or did not address the questions asked (“Other”). Students in these two courses responded very differently to the open-ended questions with students in OCLUE being more likely to perceive they were expected to use their knowledge, while students in the traditional course reported rote learning or memorization more frequently. As the findings evolved, our interpretations and discussions were influenced by sociocultural perspectives and other cultural frameworks. We believe this approach can provide meaningful insights into transformational intent and certain features of classroom cultures.
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- Award ID(s):
- 1725520
- NSF-PAR ID:
- 10348296
- Date Published:
- Journal Name:
- Chemistry Education Research and Practice
- Volume:
- 23
- ISSN:
- 1109-4028
- Page Range / eLocation ID:
- 580-581
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1039/D2RP00010E
