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

Year 2004, Volume: 21 Issue: 1, 1 - 33, 01.09.2015

Güzver Yıldıran İlker Tuğal

Abstract

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.

Keywords

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

Abstract

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. 

Keywords

Mastery learning, grouping, English achievement level

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