The Effect of Cooperative and Mastery Learning Methods on Primary Grade Students' Learning and Retention of Economic Concepts

Laney, James D.; Frerichs, Dean K.; Frerichs, Linda P.; Pat, Luke K.

doi:10.1207/s15566935eed0703_4

Cited by 6 publications

(3 citation statements)

References 25 publications

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“…We also consider whether significant differences occurred in the changes in knowledge provided by each of the three interventions. Literature with regard to employer-sponsored financial education and with regard to technology use suggests that blending mastery and cooperative learning methods would yield higher achievement than cooperative and mastery approaches separately (e.g., Laney et al, 1996; Means et al, 2010).…”

Section: Methodsmentioning

confidence: 99%

Teaching teachers about retirement and investments: A comparison of three interventions

Lucey

Meyers

Smith

2017

Citizenship, Social and Economics Education

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The authors describe a project that compared the effects of three interventions on the retirement investment knowledge of public school teachers in the Midwest. They interpret outcomes from three different interventions (online training, site-based workshop, and hybrid of online and site-based). While the study results indicate that program participants increased their investment and retirement knowledge of content presented in the measured approaches, the differences in gains between the interventions were not significant. The authors call for additional research into the investment and retirement education of teachers that employs larger samples and uses valid and reliable instrumentation.

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Section: Methodsmentioning

confidence: 99%

Teaching teachers about retirement and investments: A comparison of three interventions

Lucey

Meyers

Smith

2017

Citizenship, Social and Economics Education

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“…Through facilitation, children may develop new economic interpretations. Laney, Frerichs, Frerichs, and Pak (1996) demonstrated that a combined cooperative and mastery learning method prompts the most effective learning and retention process for economics at the primary grade levels. It appears that both student dialogues and teacher guidance represent necessary components to effective economic learning.…”

Section: Classroom Processesmentioning

confidence: 99%

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Lucey

Giannangelo

2006

Education and Urban Society

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Through this literature review, the authors explore financial education's relevance to urban society. They consider research measuring children's financial development by observing environmental influences that affect both financial learning and personal judgments. These conditions necessitate financial curricula addressing associated challenges. The authors recommend a cooperative rather than competitive financial education curriculum. Such a framework would employ student-centered instruction to create awareness of the societal consequences for financially based personal judgments related to financial differences.

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“…According to Arredondo & Block (1990), when well implemented separately, both mastery learning and thinking skills programs appear to improve student learning. Although a great deal has been written about how mastery learning and other strategies might be used together extensively to produce positive learning outcomes (Blessing& Olufunke, 2015;Hevedanlı et al, 2002;Krank & Moon, 2001;Laney et al, 1996;Mevarech 1985;Özder 1996;Slavin 1983), there is the apparent lack of combining mastery learning with reflective thinking activities in the literature review.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students’ Academic Achievement: An Experimental Study

Elaldı

2016

Journal of Education and Training Studies

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This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment group (32 students) and a control group (32 students) selected among the fifth grade students starting their internship training in Infectious Diseases and Clinical Microbiology Department. Afterwards the qualitative data were collected through semi-structured interviews with six students, selected from the experimental group and the faculty member conducting the study. Findings from the quantitative part indicated that there was a significant difference between post-tests scores of the experiment and control groups favoring the experiment group [t(62)= -2,815; p=.007]. Quantitative results revealed positive attitudes toward the applied model in terms of increasing achievement.

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The Effect of Cooperative and Mastery Learning Methods on Primary Grade Students' Learning and Retention of Economic Concepts

Cited by 6 publications

References 25 publications

Teaching teachers about retirement and investments: A comparison of three interventions

Teaching teachers about retirement and investments: A comparison of three interventions

Short Changed

The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students’ Academic Achievement: An Experimental Study

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