Mastery-Based Testing: A Quantitative Study in an Undergraduate Corequisite Mathematics Course
The purpose of this quantitative study was to examine a working model of mastery-based learning techniques on first-year college students enrolled within the instructor-researcher's co-requisite mathematics courses. This research study investigated whether the opportunities for reattempts on quizzes with no penalties-referred to as quiz revisits-improve long-term retention. Through data analysis methods, the instructor-researcher identified which students utilized this framework, whether mastery of course objectives truly improved through revisitation, and if the number of quiz revisits students used throughout the semester impacted their final exam grades. The quantitative results of this study provide some support for the application of this mastery quizzing system within developmental education.