Can a Combined Mastery/Cooperative Learning Environment Positively Impact Undergraduate Academic and Affective Outcomes?

Abstract

Instructional strategies derived from the concept of mastery learning and cooperative learning were applied to 104 undergraduate social science students enrolled in three sections of a required course at a Midwestern university to investigate if cooperative, mastery, and combined mastery/cooperative learning conditions impact undergraduate students' academic self-concepts and academic achievement outcomes. Results indicated significant effects for the combined mastery/cooperative learning condition. Using a more sensitive design, future research should examine the interrelationships among learning environments, academic outcomes, affective outcomes, and motivation.

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Notes on contributors

H. Mark Krank

Mark Krank is a professor of psychology at Western Montana College, Dillon, MT. Charles Moon is a professor of educational psychology at Heidelberg College, Tiffin, Ohio. Professors Krank and Moon have collaborated on a number of projects investigating the instructional strategies that impact learning.

Charles E. Moon

Mark Krank is a professor of psychology at Western Montana College, Dillon, MT. Charles Moon is a professor of educational psychology at Heidelberg College, Tiffin, Ohio. Professors Krank and Moon have collaborated on a number of projects investigating the instructional strategies that impact learning.