Evaluating learning gains using mastery learning

The Interstate Teacher Assessment and Support Consortium (InTASC) dispositions are essential to teacher effectiveness, often resulting in higher performance on standardized tests. This study highlights the influence and importance of dispositions as it evaluates the impact of differentiated instruction using alignment and mastery learning on the learning gains of 46 students. The study employed pre- and post-tests, specifically the Stanford Achievement Test’s reading section percentile scores, and analyzed the results using a t-test and effect size. All instructors employed the same teaching method for an equal amount of time. A statistically significant mean difference of 8.28 and a Cohen’s d of 0.63 were reported. Results indicate that Exemplary Center for Reading Instruction (ECRI)-based reading interventions likely contributed to student improvement. The results of this study can be used to help further the understanding of mastery learning for both future and practicing educators.