Research on mastery instruction is extensive

I have decided to write several posts focused on mastery learning. My motivation for doing this comes from a recent Chalkbeat article claiming that mastery approaches are receiving greater attention since the COVID pandemic, but “evidence remains thin”. Having followed instructional approaches labeled mastery learning since the 1970s, I am troubled by the message this title offers. There have been hundreds of studies evaluating mastery strategies using achievement data. The Chalkbeat article is focused on technology-enabled approaches and this happens to be my own interest. Perhaps less is known about mastery approaches that put technology in a central role, but the underlying concepts of mastery instruction are well researched (see citations at conclusion of this post). 

So, my effort here will be to offer a broader background on what mastery learning is and to describe some of the original models similar to more recent technology-enabled approaches.

Mastery learning has always intrigued me because the underlying assumptions make so much sense. I would describe the most basic argument of mastery learning to be that learners master content and skills at different rates. I understand these differences in learning rate as the consequence of a combination of aptitude and existing knowledge. These factors are interrelated in practice.

I would describe aptitude as similar to what others might think of as intelligence. As an individual difference, I don’t think it matters much if intelligence is a biologically based variable. This is a different topic. I think it is obvious that the rate at which learners can learn differs from individual to individual. Label this difference as you see fit. I call this capacity to learn “aptitude”.

Aside from aptitude, existing knowledge plays an important role in learning rate. Differences in existing knowledge have been demonstrated in some circumstances to play a more important role than aptitude (e.g., studies of reading comprehension based on reading skill and topic-related knowledge). These two variables are related because education does not assure that learning has occurred when the system of instruction moves on. This means that learners move ahead differing in aptitude and also differences in the existing knowledge and skills that may be necessary for new learning. Variability increases over time in a system that does not adjust to the needs of the individual increasing both the difficulty of learning new skills or knowledge AND the motivation to deal with the personal circumstances that new learning involves. 

Individualization does not make the rate of learning equal, it makes the differences more determined by aptitude than the combination of aptitude and existing knowledge. For many content areas, most individuals would learn what is being taught if the learning environment allows them sufficient time. Addressing the “IF” is the key.

Some major reviews of mastery versus traditional instruction:

Kulik, C., Kulik, J. & Bangert-Drowns, R.L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60, 265-299.

Kulik, C., Kulik, J. & Bangert-Drowns, R.L. (1990). Is there better evidence on mastery learning? A response to Slavin. Review of Educational Research, 60, 303-307.

Kulik, J. A., Kulik, C. L. C., & Cohen, P. A. (1979). A meta-analysis of outcome studies of Keller’s personalized system of instruction. American psychologist, 34(4), 307- 318

Slavin, R. (1987). Mastery learning reconsidered. Review of Educational Research, 57(2), 175-213.