The relationship between mastery learning models and academic achievement in mathematics

Cristina Vlădescu

doi:10.29333/iejme/13705

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Cristina Vlădescu ¹ ^*

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¹ Faculty of Psychology and Educational Sciences, University of Bucharest, Bucharest, ROMANIA^* Corresponding Author

Abstract

This study aims at highlighting the relationship between mastery learning models and academic performance in mathematics, moderated by the number of hours allotted to studying mathematics. There are 305 first to eighth-grade students who learn at Nae A. Ghica Middle School in Romania. Students in sixth, seventh, and eighth grades (n=101) were selected to participate in this research because they study both algebra and geometry. We have used purposive sampling to control certain variables, i.e., mastery learning strategies and academic performance. The data were analyzed in Jamovi (2022). The level of performance was measured according to the progress students made. Data analysis revealed that the moderation effect of the time each student allocated to studying mathematics individually is not statistically significant in the relationship between the mastery learning model and academic performance in mathematics. This study was conducted on a small number of students, so it is recommended to be expanded on a larger scale.

Keywords

efficient learning
mastery learning
progress

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 18, Issue 4, November 2023, Article No: em0751

https://doi.org/10.29333/iejme/13705

Publication date: 01 Oct 2023

Online publication date: 19 Sep 2023

Article Views: 1229

Article Downloads: 1150

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How to cite this article

APA

Vlădescu, C. (2023). The relationship between mastery learning models and academic achievement in mathematics. International Electronic Journal of Mathematics Education, 18(4), em0751. https://doi.org/10.29333/iejme/13705

Vancouver

Vlădescu C. The relationship between mastery learning models and academic achievement in mathematics. INT ELECT J MATH ED. 2023;18(4):em0751. https://doi.org/10.29333/iejme/13705

AMA

Vlădescu C. The relationship between mastery learning models and academic achievement in mathematics. INT ELECT J MATH ED. 2023;18(4), em0751. https://doi.org/10.29333/iejme/13705

Chicago

Vlădescu, Cristina. "The relationship between mastery learning models and academic achievement in mathematics". International Electronic Journal of Mathematics Education 2023 18 no. 4 (2023): em0751. https://doi.org/10.29333/iejme/13705

Harvard

Vlădescu, C. (2023). The relationship between mastery learning models and academic achievement in mathematics. International Electronic Journal of Mathematics Education, 18(4), em0751. https://doi.org/10.29333/iejme/13705

MLA

Vlădescu, Cristina "The relationship between mastery learning models and academic achievement in mathematics". International Electronic Journal of Mathematics Education, vol. 18, no. 4, 2023, em0751. https://doi.org/10.29333/iejme/13705