Exemplary Center for Reading Instruction (ECRI)
Designed as a practical guide to teach reading/language skills to children in grades K-12
Evaluating Learning Gains Using Mastery Learning
John J. Hobe • Nedra L. Cossa • Timothy Hinchman
Correspondence: John J. Hobe
DOI: https://doi.org/10.71085/joclsi.04.01.58
ABSTRACT
The Interstate Teacher Assessment and Support Consortium (InTASC) dispositions are essential to teacher effectiveness, often resulting in higher performance on standardized tests. This study highlights the influence and importance of dispositions as it evaluates the impact of differentiated instruction using alignment and mastery learning on the learning gains of 46 students. The study used pre- and post-tests, specifically the Stanford Achievement Test’s reading section percentile scores, and analyzed the results using a t-test and effect size. All instructors employed the same teaching method for an equal amount of time. A statistically significant mean difference of 8.28 and a Cohen’s d of 0.63 were reported. Results indicate that Exemplary Center for Reading Instruction (ECRI)-based reading interventions likely played a role in student improvement. The results of this study can be used to help further the understanding of mastery learning for both future and practicing educators.
Find the full article at: https://doi.org/10.71085/joclsi.04.01.58