Güzver YILDIRAN, İlker TUĞAL

10465

The Effects of Grouping and Mastery Learning Method of Instruction on English Achievement Levels of Lycée One Students in Kuleli Military High School

The aim of the study is to assess the effects of instruction (Mastery Learning versus conventional learning) and type of grouping (heterogeneous, homogeneous, and non-grouping of low, average, and high-achieving students) on English achievement levels of lycée one students at Kuleli Military High School in İstanbul. The results show that Mastery Learning and type of grouping had significantly positive and additive effects on summative achievement, the effect of Mastery Learning being 18.8 times greater than type of grouping. Heterogeneous grouping was significantly more effective in comparison to non-grouping under both Mastery Learning and conventional instruction, and with the exception of low-achieving students in conventional classes, it was more conducive to achievement as a trend under both instructional methodologies.
Anahtar Kelimeler:

Mastery learning, grouping, English achievement level

The Effects of Grouping and Mastery Learning Method of Instruction on English Achievement Levels of Lycée One Students in Kuleli Military High School

The aim of the study is to assess the effects of instruction (Mastery Learning versus conventional learning) and type of grouping (heterogeneous, homogeneous, and non-grouping of low, average, and high-achieving students) on English achievement levels of lycée one students at Kuleli Military High School in İstanbul. The results show that Mastery Learning and type of grouping had significantly positive and additive effects on summative achievement, the effect of Mastery Learning being 18.8 times greater than type of grouping. Heterogeneous grouping was significantly more effective in comparison to non-grouping under both Mastery Learning and conventional instruction, and with the exception of low-achieving students in conventional classes, it was more conducive to achievement as a trend under both instructional methodologies. 
PDF

___

  • Acland, H. (1973). Streaming in English primary schools. British Journal of Educational Psychology, 43, 151-160.
  • Binet, A., & Simon, T. (1905a). Méthodes nouvelles pour Ie diagnostic du niveau intellectuel des anormaux (New methods for the diagnosis of the intellectual levels of subnormals). In A. Binet et al., L’Annee Psychologique, XI, 191-244.
  • Binet, A., & Simon, T. (1905b). Application des méthodes nouvelles au diagnostic du niveau intellectual chez des enfants normaux et anormaux d’hospice et d’école primaire [Application of new methods for the diagnosis of the intellectual level of normal and abnormal children of hospices and elementary schools]. In A. Binet et al., L’Annee Psychologique, XI, 245-336.
  • Bloom, B. S. (1987). A response to Slavin’s Mastery Learning reconsidered. Review of Educational Research, 57 (4), 507-508.
  • De Weerdt, P. A. (1996a). Peer tutoring in Dutch secondary education. Boğaziçi University Journal, XVI, 1994-1995, 25-38.
  • De Weerdt, P. A. (1996b). The Netherlands. In J. Gibson-Cline (Ed.), Adolescence, from crisis to coping: A thirteen nation study (pp. 153-168). Oxford: Butterwoth-Heinemann.
  • De Weerdt, P. A. (1998, August 5). Counseling as a profession: A mixed call. Keynote speech at the yearly conference of the International Association for Counseling (Incorporating IRTAC), UNESCO Headquarters, Paris, France.
  • Hackenberg, R. (1993). The effects of instruction, aptitude, and grouping on mathematics achievement of fourth grade German students studying under Mastery Learning and normal classroom instruction. Unpublished M.A. thesis, Boğaziçi University, Istanbul, Turkey.
  • Hallinan, M. T. (1990). The effects of ability grouping in secondary schools: A response to Slavin’s best evidence synthesis. Review of Educational Research, 60, 501- 504.
  • Hallinan, M. T. and Sørensen, A. B. (1983). The formation and stability of instructional groups. American Sociological Review, 48, 838-851.
  • Hartley, B., & Viney, P. (1985). American Streamline. Oxford: Oxford University Press.
  • Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rinehart and Winston.
  • Kelly, D. H. (1974). Track position and delinquent involvement: A preliminary analysis. Sociology and Social Research, 58, 380-386.
  • Kerckhoff, A. C. (1986). Effects of ability grouping in British secondary schools. American Sociological Review, 51, 842-858.
  • Kifer, E. (1973). The effects of school achievement on the affective traits of the learner. Unpublished Ph.D. dissertation, University of Chicago.
  • Newfield, J., & McElyea, V. B. (1983). Achievement and attitudinal differences among students in regular, remedial, and advanced classes. Journal of Experimental Education, 52, 47-56.
  • Reuman, D. A. (1989). How social comparison mediates the relation between ability- grouping practices and students’ achievement expectancies in mathematics. Journal of Educational Psychology, 81 (2), 178-189.
  • Rosenthal, R., & Jacobson, L. (1966). Teacher’ expectancies: Determinants of pupils’ I.Q. gains. Psychological Reports, 19, 115-118.
  • Slavin, R. E. (1987a). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57, 293-336.
  • Slavin, R. E. (1987b). Mastery Learning reconsidered. Review of Educational Research, 57 (2), 175-213.
  • Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499.
  • Tuğal, İ. (1995). The effects of grouping and Mastery Learning method of instruction on English achievement levels of lycée one students in Kuleli military high school. Unpublished M.A. thesis, Boğaziçi University, Istanbul, Turkey.
  • Yıldıran, G., & Nwabueze, B. (1991). The effects of Mastery learning and improved teaching on mathematics achievement of seventh grade Turkish students. Boğaziçi University Journal: Educational Sciences, XIV, 1990-1991, 111-123.
  • Yıldıran, G., & Hackenberg, R. (1996). The effects of instruction, aptitude, and grouping on mathematics achievement of fourth grade German students under Mastery Learning and normal classroom instruction. Boğaziçi University Journal: Educational Sciences, XVI, 1994-1995, 83-94.
Boğaziçi Üniversitesi Eğitim Dergisi-Cover
  • ISSN: 1300-9567
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 1976
  • Yayıncı: Boğaziçi Üniversitesi
Arşiv
Sayıdaki Diğer Makaleler

Immediate and Long-term Effects of Form-Focused Instruction in the Acquisition of English Relative Clauses: Evidence from Turkish EFL Learners

İdylle FRİDMAN, Belma HAZNEDAR

The Effects of Grouping and Mastery Learning Method of Instruction on English Achievement Levels of Lycée One Students in Kuleli Military High School

Güzver YILDIRAN, İlker TUĞAL