Differences in the degree of learning of students taught using computer aided-mastery learning versus expository instruction

Essington Rupert Wade, University of Nevada, Las Vegas


The purpose of this study was to ascertain the differences between two teaching methods (traditional instruction and computer aided-mastery learning), and the degree of learning of students enrolled in basic electronics at a technical high school, for the 1993-94 and 1994-95 school years. The electronics department had used an expository method to deliver electronics instruction for the past eight years. Computer aided-mastery learning was used for the first time during the 1994-95 school year. Twenty four teacher made tests were used to assess degree of learning. Two independent t-tests were used to compare the means of each group. The groups were subdivided into two quarters (quarter one started the first week in September and ended mid-November, and quarter two started mid-November and ended the second week in January) for both school years. The findings of the first quarter indicated no significant differences between the two groups; however, the findings of the second quarter indicated significant differences favoring the mastery learning group. This study provided the electronics instructor and district curriculum specialist with an independent assessment of the newly implemented mastery learning program.