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The effect of modified mastery learn...

DeFranco, Agnes Lee.

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The effect of modified mastery learning on the accounting achievement of hotel and restaurant management students and their perceptions of the course and the instructor.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of modified mastery learning on the accounting achievement of hotel and restaurant management students and their perceptions of the course and the instructor./
作者:	DeFranco, Agnes Lee.
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3974.
Contained By:	Dissertation Abstracts International54-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9411882

The effect of modified mastery learning on the accounting achievement of hotel and restaurant management students and their perceptions of the course and the instructor.
DeFranco, Agnes Lee.

The effect of modified mastery learning on the accounting achievement of hotel and restaurant management students and their perceptions of the course and the instructor. - 117 p.

Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3974.

Thesis (Ed.D.)--University of Houston, 1993.

The key success in teaching is an instructor managing a class efficiently so knowledge can be effectively transferred. Although mastery learning has been proven to be a successful technique in increasing academic achievement, not much literature examines the effects of perhaps a modified version on academic achievement and attitudes. Therefore, this study investigated the effect of using the modified mastery instruction paradigm with an announced mastery criterion level (80% out of 100% as mastery) on: (1) the academic achievement of hotel and restaurant students; (2) the attitudes of the students towards the course and; (3) the attitudes of the students towards the instructor. The three null hypotheses stated that the modified mastery paradigm would have no significant effects on both academic achievement and attitudes.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The effect of modified mastery learning on the accounting achievement of hotel and restaurant management students and their perceptions of the course and the instructor.
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245 1 0 $a The effect of modified mastery learning on the accounting achievement of hotel and restaurant management students and their perceptions of the course and the instructor.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3974.
502 $a Thesis (Ed.D.)--University of Houston, 1993.
520 $a The key success in teaching is an instructor managing a class efficiently so knowledge can be effectively transferred. Although mastery learning has been proven to be a successful technique in increasing academic achievement, not much literature examines the effects of perhaps a modified version on academic achievement and attitudes. Therefore, this study investigated the effect of using the modified mastery instruction paradigm with an announced mastery criterion level (80% out of 100% as mastery) on: (1) the academic achievement of hotel and restaurant students; (2) the attitudes of the students towards the course and; (3) the attitudes of the students towards the instructor. The three null hypotheses stated that the modified mastery paradigm would have no significant effects on both academic achievement and attitudes.
520 $a In this study, forty-six subjects were randomly assigned to the Experimental Group while fifty were in the Control Group. For measuring achievement, a modified version of the College Level Examination Program (CLEP) Business: Introductory Accounting was used. As for gathering data for attitudes, the Course Evaluation and Instructor Appraisal conducted by the Conrad N. Hilton College of Hotel and Restaurant Management was used.
520 $a A pretest and a posttest for achievement were administered to both groups. The treatment, the modified mastery paradigm, was only introduced to the Experimental Group. The data collected on achievement were analyzed using the Analysis of Covariance (ANCOVA). The data for the teaching evaluation were collected during the second to the last class day and were analyzed using a t-Test for unpaired samples.
520 $a Although the achievement scores of the Experimental Group increased in a positive direction, the difference was not statistically significant enough to reject the null hypothesis. Similarly, there was no statistically significant difference in the attitudes of the students toward the course and the instructor. The data suggested that the modified mastery paradigm, as used in this study, was not significant enough to effect a strong difference in achievement and attitudes. However, valuable lessons were learned during this study to promote further research.
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