Learning Mathematics in Different Mastery Environments

The purpose of the present study was threefold: (a) to examine the effects of cooperative-mastery learning (CML) strategies on mathematics achievement of low-socioeconomic (SES) students; (b) to investigate the relative contributions of the mastery versus the cooperative components on achievement; and (c) to explore student interactions in CML (the why of learning, not only the what). Two experiments were conducted. In the first experiment, intact classes were randomly assigned to one of four treatment groups: mastery learning (ML), cooperative learning (CL), cooperative-mastery learning (CML), and a control group with no mastery and no cooperative strategies. Results showed that students exposed to CML performed better than students exposed through more traditional instruction. In the second experiment, student interactions in CML were observed and linked to achievement. The data indicated significant differences between high and low achievers on giving help, receiving help, and individualized learning, but not on receiving no response to requests for help. The regression equation showed that initial achievement, giving help, and receiving help explained 98% of the variance in achievement.