Comparison of Mastery Learning and Traditional Lecture–Exam Models in a Large Enrollment Physics Course

This study describes the impact of two pedagogical models, mastery-based, self-paced learning versus traditional lecture and exam, on student performance, study behavior and confidence in an introductory physics course. The “control” course was designed as a traditional lecture and recitation course with three major exams and final exam (LRE). The “experimental” course, which drew on Bloom’s Learning for Mastery and Keller’s Personalized System of Instruction models, was designed as mastery-based, self-paced instruction (MSP) where students were required to pass each of 17 module exams with a minimum score of 90% score and to complete a final exam. To compare groups, both received the same written, final exam. A quasiexperimental design was used. Final exam results showed that the MSP group mean was higher (M=67.4, SD=15.7, N=151) than that for the LRE group (M=60.6, SD=17.5, N=160) (t(309)=2.179, p<0.001). At-risk students in the MSP course also performed better than a comparative group in the LRE course. Preand post-course written surveys revealed that the MSP group’s mean confidence in physics skills was higher than LRE group mean by the end of course. Observations and student and teaching assistant interviews about student study processes highlighted a greater prevalence of “deep learning” and “strategic learning” strategies used by the MSP group compared to the LRE group.