Masters Thesis

The 2-Sigma Solution? Mastery Learning & Tech

This study looks at teachers attitudes about how they implement Mastery Learning and Grading in their classroom. Current research reveals that using Mastery Learning strategies in the classroom can increase student achievement when compared with a traditional classroom-teaching model. Reported drawbacks focus on difficulty scaling MLG practices to a densely packed classroom. Recent advancements in technology and the ready availability of PLS systems in school districts have offered a solution to these obstacles. For the network-sample group of teachers studied in this work, this was not the case. The purpose of this study was to find out what are the factors that influence a teacher’s decision to incorporate Mastery Learning and Grading practices in their classrooms and does familiarity with and use of a PLS platform affect this decision? An open-ended survey was distributed to teachers, and responses were anonymously submitted online. Inductive analysis of qualitative participant data revealed that teachers do support MLG practices and would like to receive more planning time, resources, and instructional support to build their practice. Attention was focused on how technology alleviates some of the time demands for planning and resource creation. The sample group lacked computer literacy and access to classroom technology. Collected comparative data for this study points to the need for further study of teacher familiarity with personalized learning systems. It is apparent from the data that the systemic supports necessary for implementation are not present in the schools that the participants teach in. To ensure more successful implementation, these schools must have a plan that allows for both teacher innovation and school wide implementation of successful strategies to ensure equitable academic success for all students.

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