Mastery-Based Testing: A Quantitative Study in an Undergraduate Corequisite Mathematics Course

Date
2021
Authors
Garcia, Rochelle B.
Journal Title
Journal ISSN
Volume Title
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Abstract

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.

Description
This item is available only to currently enrolled UTSA students, faculty or staff.
Keywords
Mastery-based testing, Undergraduate corequisite, Mathematics course
Citation
Department
Mathematics