Relevant bibliographies by topics / Mastery Learning Technique

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mastery Learning Technique'

Author: Grafiati
Published: 4 June 2025
Last updated: 6 July 2025

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Journal articles on the topic "Mastery Learning Technique"

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Bambang Purwanto, Muhammad, and Ferri Hidayad. "English Learning Strategies for Vocabulary Mastery." English Education:Journal of English Teaching and Research 7, no. 2 (2022): 178–89. http://dx.doi.org/10.29407/jetar.v7i2.18457.

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This study intends to identify the categories of English vocabulary learning procedures that high school students most frequently employed. The idea of language learning techniques from Rebecca L. Oxford was used to analyze the use of English vocabulary acquisition strategies. Both qualitative and quantitative methods were used in this study. For learners in vocational schools, the qualitative technique is utilized to describe vocabulary acquisition strategies. Data on the prevalence of various English vocabulary acquisition methodologies for high school pupils are presented using the quantitative method. The Class 11 of Hospitality Students academic year 2021 SMK Telenika Palembang served as the study's data sources, and the information was gathered from the answers to questionnaires that the students had completed. The analysis found that pupils frequently use memory to learn English vocabulary. Then, the social technique is the second most often used strategy among pupils. The third technique chosen by students is the cognitive one. The fourth strategy is Compensation, followed by the fifth strategy, Metacognitive. The affective approach is the one students employ most often when acquiring English vocabulary.
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Slavin, Robert E. "Mastery Learning Reconsidered." Review of Educational Research 57, no. 2 (1987): 175–213. http://dx.doi.org/10.3102/00346543057002175.

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Several recent reviews and meta-analyses have claimed extraordinarily positive effects of mastery learning on student achievement, and Bloom (1984a , 1984b) has hypothesized that mastery-based treatments will soon be able to produce “2-sigma” (i.e., 2 standard deviation) increases in achievement. This article examines the literature on achievement effects of practical applications of group-based mastery learning in elementary and secondary schools over periods of at least 4 weeks, using a review technique, “best-evidence synthesis,” which combines features of meta-analytic and traditional narrative reviews. The review found essentially no evidence to support the effectiveness of group-based mastery learning on standardized achievement measures. On experimenter-made measures, effects were generally positive but moderate in magnitude, with little evidence that effects maintained over time. These results are discussed in light of the coverage versus mastery dilemma posed by group-based mastery learning.
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Nindiya, Yunida. "THE CORRELATION BETWEEN LEARNING MOTIVATION AND SIMPLE PRESENT TENSE MASTERY AT THE ELEVENTH GRADERS OF SMAN 02 KOTABUMI IN ACADEMIC YEAR 2020/2021." Griya Cendikia 7, no. 2 (2022): 829–44. http://dx.doi.org/10.47637/griya-cendikia.v7i2.127.

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Mastery of the simple present tense is the basic in the grammar aspect that is important for every student to learn and master. However, there are some students who have not mastered the simple present tense yet. One of the reasons is that students do not have high learning motivation in mastering simple present tense. In this case, the total population in the study was 352 students. Researcher used a proportional random sampling technique to take samples from the study. Techniques in data collection are to use 40 items questionnaire of learning motivation and 30 items simple present tense mastery test. From the analysis, it is found that the relationship is 0.940 using a significant level of 5% (0.05). The results obtained using the r table using the product moment formula and also the level of confidence is 95%, with a sample size of 36 students, the results will be obtained 0.329, meaning that the robserved (0.940) > r table (0.329). So H0, was rejected and Ha was received. It meant that there is correlation between learning motivation and simple present tense mastery at the eleventh grades of SMAN 02 Kotabumi in Academic Year 2020/2021.
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Raudhotul Muthoharoh, Nada, Nurhaedah Gailea, and Syafrizal Syafrizal. "Integrating Blended Learning and Peer Feedback in Teaching Writing Recount Text and Vocabulary." Journal of English Language Teaching and Cultural Studies 5, no. 1 (2022): 34–41. http://dx.doi.org/10.48181/jelts.v5i1.14656.

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This research aims to investigate the integration of blended learning and peer feedback technique in teaching writing recount text and vocabulary mastery. The research applied quasi-experimental design. The population of this study was second grade of MTs Daarul Muqimien and 60 students as the samples. The data collection techniques used the test of writing skill and vocabulary mastery and the data of this research was analyze by using statistics Manova (Multivariate Analysis of Variants) with the helped of SPSS Statistics 22 Software. The result shows the significant value of students writing recount text by integrating blended learning and peer feedback technique is 0.000<0.05 F count 28.095, the significant value of students’ vocabulary mastery by integrating blended learning and peer feedback technique is 0.009<0.05 F count 7.203, and significant value of students writing recount text and vocabulary mastery by integrating blended learning and peer feedback technique is 0.000<0.05, F count 13.884. Based on the result, it concludes that there is a significant influence of students’ writing recount text and vocabulary mastery group through integrating blended learning and peer feedback technique.
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Umam, Ahmad Zaimul, Akhmad Ridlo, Syihabuddin Syihabuddin, and Ayan Nurbayan. "Contribution of Memorizing the Qur'an to the Arabic Vocabulary Mastery of Students Rumah Tahfizh Baeturrahman." al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab 16, no. 1 (2024): 70–85. http://dx.doi.org/10.32678/alittijah.v16i1.9893.

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The Qur'an and Arabic language are inseparable from one another. Learning the Qur'an also means learning Arabic, and vice versa. This study aims to describe the contribution of memorizing the Qur'an carried out by students at Baeturrahman Tahfizh House to the mastery of Arabic vocabulary. This research uses qualitative research methods. The data collection technique used observation, interview and documentation techniques. The results of this study indicate that the contribution of memorizing the Qur'an owned by underage students of the Baeturrahman Tahfizh House to the mastery of Arabic vocabulary has only been achieved in the aspect of mastery of pronunciation, while in the aspects of meaning, istiqaq, and usage, they have not been able to master it because of their limited ability conditions.
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Farah, Annisa, and Doni Anggoro Ari Santoso. "THE INFLUENCE OF PERCEPTION ON LEARNING TECHNIQUES AND VOCABULARY MASTERY TOWARD ENGLISH WRITING ABILITY (Survey on Students of Public Vocational High School in Central Jakarta)." INFERENCE: Journal of English Language Teaching 5, no. 3 (2023): 203. http://dx.doi.org/10.30998/inference.v5i3.8705.

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<p align="justify"><strong>Abstract: The Influence of Perceptions </strong><strong>on</strong><strong> Learning Techniques and Vocabulary Mastery </strong><strong>toward</strong><strong> English Writing Ability (Survey on </strong><strong>Students</strong><strong> of </strong><strong>Public </strong><strong>Vocational </strong><strong>High School in Central Jakarta).</strong> The purpose of this study was to determine the effect of learning technique and vocabulary mastery on the English writing ability of students of XI grade of Public Vocational High School (SMK Negeri) in Jakarta Pusata. The research method used is quantitative research with correlational survey research techniques. The analysis technique used in this research is Path Analysis. The population in this study was students of XI grade of Public Vocational High School (SMK Negeri) in Central Jakarta. The sample in this study was 110 students. The results of the study prove that: (1) there is an effect of perception of learning technique on English writing ability as indicated by the t-count = 1.865 (2) there is an effect of perception on vocabulary mastery on English writing ability as indicated by the t-count value = 16,733 (3) there is an effect of perception on learning technique and vocabulary mastery together on the ability to write English as indicated by the value of F-table = 161.202. The results of this study can provide input to vocational level teachers, especially English teachers to improve their competence in order to develop learning techniques and improve students’ vocabulary mastery, so as to optimize students' English writing ability.</p><p align="justify"> </p><p>Keywords: learning techniques, vocabulary mastery, and writing ability</p>
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Alam, Azhar, and Kusnul Khotimah. "PENINGKATAN PENGUASAAN KOSA KATA BAHASA ARAB MELALUI GAME ARABIC TREASURE HUNTER." MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab 1, no. 1 (2021): 58–77. http://dx.doi.org/10.35719/pba.v1i1.9.

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This study examines the success of Arabic learning activities using the Arabic Treasure Hunt Game learning model to improve students’ Arabic vocabulary mastery while knowing their perceptions of the learning model. This study uses a qualitative descriptive approach with data collection methods through observation and interview techniques. This research was carried out in Darusy Syahadah Boyolali Islamic boarding school with the research subject of I' dād Kulliyatil Mu'allimāt (IKM) of 42 students. The data analysis method is a qualitative analysis technique equipped with a bit of quantitative descriptive data. The results of this study indicate that (1) the Arabic Treasure Hunt Game can increase students' interest in learning Kulliyatil Mu'allimāt (IKM) in learning Arabic vocabulary. (2) The Arabic Treasure Hunt game can help students improve Arabic vocabulary mastery. (3) Students perceive the Arabic Treasure Hunt Game is an exciting game that can increase interest and enthusiasm for learning, facilitate mastering new vocabulary, and improve the ability to master Arabic vocabulary.
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Wulandari, Widya. "The Use of Anagram Technique to Improve Student’s Vocabulary Mastery in SMPN 04 Dedai." Jurnal Riset dan Inovasi Pembelajaran 4, no. 2 (2024): 1141–52. http://dx.doi.org/10.51574/jrip.v4i2.1558.

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The objective of this research is to describe the students’ improvement in vocabulary mastery and the students’ participation in learning activities through the implementation of Anagram techniques. This research was carried out due to the students having low motivation in learning. Besides, they had trouble mastering and memorizing the vocabulary, so they had poor vocabulary. Therefore, the researcher decided to use the Anagram technique to overcome the problem in this class. In this research, classroom action research (CAR) was used as the research design; both qualitative and quantitative methods were used to analyze the data. The researcher used a vocabulary test and observation to collect the data. The tools of data collection techniques are observation checklists, grading papers, and field notes. The findings showed that there is an improvement in the students’ vocabulary mastery and students’ participation in learning activities through the implementation of the Anagram technique in the classroom. In cycle one, the mean score of students’ vocabulary mastery was 72,3 and in cycle two it was 86,7. The student’s participation in learning activities was also improved; in cycle one, it was 62.96%, while in cycle two, it was 92.85%. It could be concluded that the Anagram technique could improve the students’ vocabulary mastery and the students’ participation in learning activities, especially for seventh-grade students of SMPN 04 Dedai.
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Munir, Dede Rizal, Ahmad Fajar, and Maftuhah Maftuhah. "Student Pantomime Techniques in Learning Arabic Vocabulary." JIIP - Jurnal Ilmiah Ilmu Pendidikan 6, no. 12 (2023): 9841–47. http://dx.doi.org/10.54371/jiip.v6i12.2776.

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Arabic is one of the foreign languages taught in various Indonesian educational institutions, starting from the Early Childhood Education level to tertiary institutions. The position of Arabic as the language of religion, science and language of international communication makes Arabic an important language to learn. Learning vocabulary (mufradat) is a person's initial foundation in learning Arabic. Good vocabulary mastery will form good Arabic language skills as well. There are various kinds of learning techniques used for learning objectives, one of which is the pantomime technique. This paper aims to describe pantomime techniques in learning Arabic vocabulary and to explain the influence of pantomime techniques in learning Arabic vocabulary. The method used in this research is library research through documentation techniques. From the results of the analysis of the literature review, the pantomime technique in learning Arabic vocabulary involves educators or students describing the meaning of vocabulary through body movements which must then be guessed by other students. The effect of mime technique assistance in learning Arabic vocabulary is that it can increase student learning motivation, increase student understanding and vocabulary mastery, and improve students' ability to speak Arabic.
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Ningsih, Ima Hariyanti, Retno Winarni, and Roemintoyo Roemintoyo. "THE IMPORTANCE OF EARLY READING LEARNING IN THE FACE OF 21st CENTURY EDUCATION." AL-ASASIYYA: Journal Of Basic Education 3, no. 2 (2019): 196. http://dx.doi.org/10.24269/ajbe.v3i2.1879.

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The increasing technological developments currently have an impact on the world of education, especially in early reading learning. Reading is one of the skills that must be possessed by students, therefore reading skills must be taught at the beginning of entering the educational level. In the 21st century reading skills are included in literacy. It shows that mastery of reading skills is important to be mastered in the face of the 21st century. This research aims to know the importance of reading the beginning to face the 21st century education. The research uses descriptive qualitative methods, with data collection techniques including interviews, observation and documentation. The data validity technique using source trials. Data analysis using data reduction procedures, data presentation, and drawing conclusions. The results of this study can be seen that the beginning of reading learning is emphasized to be mastered by students, considering that in 21st century student must have a skill. Mastered reading skills can help learners to think critically, solve a problem and master the various technologies available.
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Dissertations / Theses on the topic "Mastery Learning Technique"

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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.<br>Ph.D.<br>Doctorate<br>Education and Human Performance<br>Education; Instructional Technology
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Geha, Georges. "Use of modern machine learning techniques to predict the occurrence and outcome of corporate takeover events." Thesis, Massachusetts Institute of Technology, 2021. https://hdl.handle.net/1721.1/130993.

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Thesis: M. Fin., Massachusetts Institute of Technology, Sloan School of Management, Master of Finance Program, February, 2021<br>Cataloged from the official PDF version of thesis.<br>Includes bibliographical references (page 23).<br>The objective of this project is to use machine learning to predict the occurrence of corporate takeovers. The findings show that random forest yields the best predictions out-of-sample based on the area under the curve (AUC) metric. As such, 8 independent variables are considered statistically significant. A time series machine learning approach is also used at the end of the study to predict these events in 2019 based on each company's data from 2010 to 2018. Random forest is still determined as the model with the best out-of-sample performance. A strategy of investing equal amounts across the companies predicted to be takeover targets in 2019 based on the model yields a profit of 7.4%.<br>by Georges Geha.<br>M. Fin.<br>M.Fin. Massachusetts Institute of Technology, Sloan School of Management, Master of Finance Program
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Gray, Pamela Clelland. "Public learning and the art museum : future directions." Thesis, View thesis View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/354.

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The question of the art museum's failure to engage wider audiences remains relatively unexamined and has neither widely catalysed nor changed professional practice either in curatorial, educational, or public program domains. In this study, the educational aim of the art museum is discussed. The work of Pierre Bourdieu is examined. Bourdieu argues that museum display principles, interpretive strategies, and educational techniques, propagated within the paradigm of modernism, implicitly assume possession of cultural literacy skills which are the sole privilege of the educated.The author concludes that working within and across the curatorial and educational environments of an art museum, while avoiding the pitfalls of the modernist tradition, is also a significant step toward engaging wider audiences than the cultual 'elite' in the development of visual literacy skills.
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Fuqua, McMath Blanche Floannell. "A Curriculum Design Using Mnemonic-Type Techniques to Aid Recall in Low/Average Achievers in the Fifth Grade." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/694.

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Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.
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Books on the topic "Mastery Learning Technique"

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Thomas, Melvin Lewis. The mastery of learning. Lulu Enterprises, 2004.

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Maiotti, Ettore. The oil-painting handbook: Learning from the masters. Aurum, 1989.

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Maiotti, Ettore. The oil painting handbook: Learning from the masters. C. Potter, 1990.

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Maiotti, Ettore. The watercolor handbook: Learning from the masters. C.N. Potter, 1986.

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Maiotti, Ettore. The pastel handbook: With charcoal and sanguine : learning from the masters. Aurum, 1989.

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1917, Dudley Geoffrey A., ed. Double your learning power: Master the techniques of successful memory and recall. Thorsons, 1986.

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Kelly, W. Michael. Master the AP Calculus AB & BC test: Teacher-tested strategies and techniques for scoring high. Arco/Thomson Learning, 2001.

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Richards, Colin. Fiore dei Liberi 1409: Wrestling & dagger--a step-by-step book for learning the dagger and wrestling techniques following the original martial arts manuscript of the Italian Master Fiore dei Liberi from A.D. 1409 = Ringen & Dolch : ein Anwendungshandbuch zum schrittweisen Erlernen der Dolch- und Ringen-Techniken, die dem Original-Manuskript des italienischen Meisters Fiore dei Liberi aus dem Jahr 1409 folgen. Arts of Mars Books, 2007.

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Quadrant, Mastery. Mastery Quadrant: The Learning Technique Used by Masters to Develop Deep Expertise. Independently Published, 2020.

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Vineyard, Missy. How You Stand, How You Move, How You Live: Learning the Alexander Technique to Explore Your Mind-Body Connection and Achieve Self-Mastery. Hachette Books, 2008.

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Book chapters on the topic "Mastery Learning Technique"

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Torrado, José Antonio, Juan Ignacio Pozo, and María Puy Pérez Echeverría. "Instrument Mastery Through Expression: Learning Instrumental Technique." In Learning and Teaching in the Music Studio. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_10.

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Torrado, José Antonio, Juan Ignacio Pozo, and María Puy Pérez Echeverría. "Instrument Mastery Through Expression: Learning Instrumental Technique." In Learning and Teaching in the Music Studio. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_10.

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Navarro, Danielle, and David Foxcroft. "6. Pragmatic matters." In Learning Statistics with jamovi. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0333.06.

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This chapter offers a pragmatic exploration of data manipulation, addressing the often-messy realities of working with real-world datasets. It introduces foundational techniques for managing and preparing data, such as tabulating and cross-tabulating variables, using logical expressions, transforming variables, and extracting subsets of data. To provide clear and accessible examples, the chapter relies on small, illustrative datasets rather than complex real-world ones. Readers are encouraged to focus on grasping the basics, as this chapter serves more as a resource to revisit when encountering specific challenges rather than a comprehensive guide. Despite its practical nature, the chapter maintains a pedagogical approach, ensuring clarity in each technique. The topics covered span a broad range of common tasks in data analysis. These include creating frequency tables, working with logical operators, and transforming variables using mathematical functions such as logarithms and exponentials. Additionally, it addresses the pragmatic need to collapse variables into discrete categories and to create reusable transformations for consistent application across datasets. While the content may initially seem overwhelming, readers are reassured that mastery of every detail is unnecessary for progressing through the book. Instead, the focus is on building a toolkit for real-world data challenges, with this chapter serving as a valuable reference for practical, hands-on data manipulation.
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Janssenswillen, Gert, Seppe Van Daele, and Marc Van Daele. "Measuring Skill Acquisition and Retention: A Case Study of Math Fluency." In Lecture Notes in Business Information Processing. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82225-4_10.

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Abstract This study examines the application of process-oriented techniques to analyse learning stages in primary education, specifically developing math fact fluency. Utilizing data from an arithmetic practice platform used in primary schools, this research addresses three primary questions: the amount of practice time required to master arithmetic operations, the learning characteristics influencing this duration, and the impact of different learning characteristics on skill retention. The analysis reveals significant variability in the time and effort needed for a pupil to master a skill, influenced by initial skill levels and whether students prioritise accuracy or speed. Students leaning towards accuracy tend to achieve steady progress, attaining higher accuracy before enhancing their speed, whereas those leaning towards speed may reach mastery more quickly but risk inconsistencies in accuracy resulting in a lower skill retention. The findings highlight the effectiveness of process-oriented methodologies in education, in providing more nuanced insights into student learning phases. The case study underscores the necessity for adaptive learning platforms and personalised educational strategies that accommodate diverse learning behaviours and needs. It furthermore highlights that gamification tactics should facilitate these diverse learning behaviours, rather than counteract them.
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Kurbel, Karl. "Virtual Teaching and Learning Based on Multimedia Techniques: Experiences from a Master Program Delivered over the Internet." In Advances in Web-Based Learning. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45689-9_21.

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Broitman, Jessica. "Using Psychoanalytic Techniques and Weiss’ Control Mastery Theory to Treat a Person with Learning Disorders: A Case Study of Moria." In Learning Disorders Across the Lifespan. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21772-2_10.

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Fan, Haojie, Huangyan Zheng, Xinyue Xia, and Sining Wang. "Artificial Intelligence-Aided Design and Robotic Fabrication in a Non-standard Lightweight Timber Pavilion." In Lecture Notes in Civil Engineering. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-4749-1_14.

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Abstract The increasing use of Artificial Intelligence (AI) in architecture is facilitating innovative design approaches and building forms. Such a trend may stimulate the rise of post-human architects and require collaborative human-machine efforts to materialize design intents. This paper discusses an AI-aided design, robotic and mixed reality (MR)-aided construction workflow in a student’s project of a non-standard timber pavilion. It first describes an expanded formal repertoire empowered by AI-generated content and machine learning design algorithms. It describes paperless in-situ construction procedures involving MR and industrial robots. The paper concludes by arguing that the new generation of architectural designers must learn to master the latest techniques in design-to-build processes so that they are capable of confronting future industrial shifts and challenges.
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Negrini, Luca, Vincenzo Arceri, Luca Olivieri, Agostino Cortesi, and Pietro Ferrara. "Teaching Through Practice: Advanced Static Analysis with LiSA." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71379-8_3.

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AbstractNowadays, ready-to-use libraries and code generation are often used to streamline and speed up the software development process. The resulting programs are thus a collection of different modules that cooperate: proving their safety and reliability is increasingly complex, requiring sound formal techniques, such as static program analysis. However, while teaching static analysis to master’s or PhD students, the predominant focus on theoretical concepts often leaves limited space for students to engage with the practical aspects of implementing static analyses and is limited to developing elementary ones. In this paper, we show how the infrastructure offered by LiSA can be exploited to learn how to implement advanced static analyses, such as string and relational numerical analyses, just focusing on their distinctive aspects. This would help to narrow the gap between theoretical and practical contents in static analysis courses, bringing the learning experience beyond the rudimentary implementation of static analyses to more sophisticated applications.
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Sandström, Rolf. "Extrapolation." In Basic Modeling and Theory of Creep of Metallic Materials. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-49507-6_14.

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AbstractThe extrapolation of creep data to longer times is technically very important. The traditional way of extrapolating creep rupture data is to use time temperaturer parameters (TTPs). In this way data from several test temperatures are combined to a single master curve that can be used to assess rupture strengths at long times. Recently, there is much focus on machine learning techniques (neural networks, NNs). Both types of procedures can generate accurate results, but a detailed analysis is required. A good way to assess the quality of the results is to use the post assessment tests (PATs) developed by ECCC. Without such tests arbitrary results can be obtained. They are important for both TTPs and NNs. It has been shown that by putting requirements on the derivatives of the creep rupture curves, the PATs can more or less automatically be satisfied. In addition, the error in the extrapolated values should be estimated. Using the basic creep models presented in this book, prediction of rupture strength and ductility can be made in a safer way. It is demonstrated for Cu that accurate extrapolation of many order of magnitude in the creep rate can be made, which is never possible with empirical models.
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Abdulla Hasan, Ghazwan, and Mustafa Hayder Qatran. "Endoscopic Spine Surgery: The Next Golden Standard Technique in Spinal Surgeries." In Frontiers in Spinal Neurosurgery. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.1001469.

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Minimally invasive surgeries continue to advance at an immensely fast pace, moving from open discectomy surgeries to microscopic ones using tubular systems, to do fusions, to correct deformities, until we reached a place where we are tackling most spinal pathologies in a minimally invasive fashion, For many spine surgeons, the field of spine endoscopy, whether uniportal or biportal, is still unexplored, to some extent due to their mastery in open and microscopic techniques, and to another extent the learning curve that it takes to master endoscopic spine, as well as a lack in well-structured clearcut data regarding its indications and limitations, and this chapter will hopefully shed the proper lighting on the field of spinal endoscopy, making surgeons understand its utility in treating different pathologies, discussing the research and data comparing spinal endoscopy with more traditional techniques, as well as understanding endoscopic spine surgery’s learning curve, and how to overcome the timeline in mastering its basic techniques.
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Conference papers on the topic "Mastery Learning Technique"

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Suandi, I. Ketut, I. Ketut Parnata, Cening Ardina, and I. Made Wijana. "Role of Accelerated Learning Technique in Achieving the Minimum Mastery Standard of Accounting Subject." In Proceedings of the International Conference On Applied Science and Technology 2019 - Social Sciences Track (iCASTSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icastss-19.2019.33.

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Shady, Sally Fouad. "Traditional, Active and Problem-Based Learning Methods Used to Improve an Undergraduate Biomechanics Course." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87478.

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Biomechanics is a core curriculum course taught in many biomedical engineering programs. Biomechanical analysis has become a necessary tool for both industry and research when developing a medical device. Despite its significance both inside and outside of the classroom, most students have demonstrated challenges in effectively mastering biomechanical concepts. Biomechanics requires adaptive skill sets needed to solve a multitude of problems from various disciplines and physiological systems. Many students taking biomechanics have not taken foundational courses that are necessary for in-depth learning and mastery of biomechanics. Consequently, limiting their ability to solve complex problems requiring strong foundations in statics, dynamics, fluid mechanics, and physiology. Active (AL) and problem-based learning (PBL) are techniques that has been widely used in medical education and allow faculty to implement engineering concepts into the context of disease solving real-world medical problems. This study investigates using both traditional and problem-based learning teaching pedagogy to enhance student learning in a senior level undergraduate biomechanics course. Results of this technique have shown an increase in student performance and self-assessments.
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Muharam Bunga, Sumaryadi, Muharam Bunga Mayang, Sumaryadi Sumaryadi, and Suminto A. Sayuti. "The Influence of Yogyakarta Style Classical Dance Technique Mastery towards of Limpapeh Dance Learning Achievement on Semester V Educational Dance of Faculty of Languages and Arts Students." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.7.

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Topor, Sorin. "A BLENDED LEARNING METHODOLOGY FOR MILITARY COMMANDER STAFF PLANNING INSTRUCTION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-201.

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Instruction is a key technique for military education. The issue is that is usually traditional taken. We present here an educational project in which blended learning approaches use to initiate command and staff officers in planning and execution of contemporary joint operation. So, blended learning could be defined as an educational method which mixes different training media: technologies, activities, events etc., to create an optimum training or educational program for a small group of students. This paper will focus on investigating effective ways of incorporating technology and learning science and blended learning methodologies within military university class instruction. In brief, within our military master courses for a joint operation, training content constitutes a good case for using blended learning techniques. In this context, different strategies aiming the acquisition of military planning skills using technology were identified as critical training needs by the training instructors of the Simulation Training Center and by the teachers of the Bucharest National Defence University "Carol I". A few of the topics will include: the role of the officer-students and how they support in traditional training for staff planning for a joint operation by e-learning tools; implications for teachers and instructors in their day-to-day work and overall role; impact on the educational tools for designed of master courses programs including staffing models, use of time, hardware/software selection, and the use of information; challenges, potential solutions, and other questions. Finally, we conclusion by establish some operational approach for implementation of blended learning in all military master courses, particularly for military instruction disciplines.
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Stockert, Robin, Andreas Bergsland, Stefano Fasciani, and Alexander refsum Jensenius. "STUDENT ACTIVE LEARNING IN A TWO CAMPUS ORGANISATION." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-080.

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Higher education is facing disruptive changes in many fields. Students wants to have the option of learning anywhere, anytime and in any format. Universities need to develop and deliver to future students a complete learning ecosystem. At the same time universities are facing challenges such as growing costs and the pressure to give the students the knowledge, competence, skills and ability to continuously adapt to future job environments. As a consequence, many universities are investigating new ways of collaboration and sharing resources to cater to the demands of students, industry and society. An example of this collaboration is a new joint master between the two largest Universities in Norway: University of Oslo (UiO) and Norwegian University of Science and Technology (NTNU). In this paper, we present the lessons learned from almost two years of teaching and learning in the new joint master's programme, "Music, Communication and Technology" (MCT), between NTNU and UiO. This programme is a run in a two-campus learning space built as a two-way, audio-visual, high-quality, low-latency communication channel between the two campuses, called "The Portal". Moreover, MCT is the subject of research for the SALTO (Student Active Learning in a Two campus Organisation) project, where novel techniques in teaching and learning are explored, such as team-based learning (TBL), flipped classroom, and other forms of student active learning. Educational elements in this master, provides the student with 21st century skills and deliver knowledge within humanities, entrepreneurship and technology. We elaborate on the technical, pedagogical and learning space-related challenges toward delivering teaching and learning in these cross-university settings. The paper concludes with a set of strategies that can be used to improve student active learning in different scenarios.
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Peris-Vicente, Juan, Maria Jose Ruiz-Angel, and Samuel Carda-Broch. "IMPLEMENTING ENGLISH AS A LEARNING LANGUAGE AT THE MASTER OF ANALYTICAL TECHNIQUES IN THE CLINICAL LABORATORY: THE CASE OF MASTER’S DISSERTATION." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0684.

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Albastroiu, Irina, and Mihai Felea. "COLLABORATIVE LEARNING TECHNIQUES FOR TEACHING E-COMMERCE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-179.

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Collaboration is one of the most important components of learning experiences. However, implementing suitable teaching tools that allow interactivity and collaboration depends greatly on the nature and content of the course. From our point of view, e-Commerce is one of the few subjects which cannot be taught without implementing active learning. Creating a collaborative learning environment is an important factor especially that within this discipline information and communication technologies can facilitate the collaborative and active learning process for students by giving them additional tools to support their work. The purpose of this article is to present different collaborative learning methods (especially those based on web 2.0 tools) and ways in which these could be implemented in teaching e-Commerce given our experience of conducting courses and seminars on this subject. Assuming that it is essential to understand how learners perceive and evaluate these tools, we conducted an exploratory research among graduate students who have attended for Electronic Commerce subject in Master's program in Business from Faculty of Commerce - Academy of Economic Studies, in order to identify best practices for collaborative learning and ways to better fulfill the teachers' and students' requirements in e-Commerce courses and seminars. Our case study seeks to identify learner perceptions of the usefulness of such tecniques, but taking into consideration variables like age, gender, learner attitude and interest, computer proficiency and Internet skills before enrolling in e-Commerce course, educational and professional background, previously active or collaborative experiences in other disciplines in this master's program or in other circumstances.
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Panfilova, Viktoriya. "GAME TECHNIQUES FOR TEACHING PRESCHOOLERS TO READ AND WRITE." In II All-Russian Scientific and Practical Conference of students, teachers, practitioners "Education-Science-Practice". Autonomous Non-Profit Educational Organization of Higher Education "Kuban Institute of Vocational Education", 2025. https://doi.org/10.64007/conferencearticle_683d99f23ea619.70304183.

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Currently, the problem of preparing children to master literacy is particularly relevant. Already in the first lessons of learning to read and write at school, children experience significant difficulties, write with errors, and as a result receive poor grades, children experience increased fatigue and neurosis. This can be avoided by purposeful work on preparing children for literacy in kindergarten. An important difference between kindergarten and school literacy is the use of game technology. Game techniques in teaching preschoolers to read and write make the process interesting and entertaining, which is important because learning at preschool age requires complex mental operations and a lot of stress.
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Orosa Iglesias, Pablo, Ignacio Pérez Pérez, Carlos Martínez Bustelo, and Ana Rodríguez Pasandín. "Prácticas de laboratorio como aprendizaje activo en ingeniería de carreteras." In Contextos universitarios transformadores: a innovación como eixo vertebrador da docencia. VI Xornadas de Innovación Docente. Universidade da Coruña. Servizo de Publicacións, 2023. http://dx.doi.org/10.17979/spudc.000016.203.

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A very appropriate way to encourage and motivate students, and help them to grasp the theoretical concepts better, is the active teaching-learning techniques. During this experience, these techniques have been applied in the optional subject "Road and Airport Infrastructure" of the Master's Degree in Civil Engineering, taught at the University of A Coruña. The experience consisted of the realization of different laboratory practices that allowed the students to attend and participate in tests of bituminous mixtures, following the current standards and writing reports based on the results. After the laboratory practices, the students completed brief surveys that showed their total satisfaction. They motivated the teaching staff to continue carrying out this type of teaching technique in future courses on this subject.
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Posner, Michael. "Evaluating pedagogical techniques in introductory statistics: proficiency grading and assignment resubmission." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07805.

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How do innovative pedagogical techniques improve learning and mastery of introductory statistics? This research study examines proficiency grading and assignment resubmission and compares them to traditional statistical teaching methodology in two introductory statistics classes. The control class received traditional numeric grades, while the experimental class received grades on a three-tiered proficiency ranking and the opportunity to resubmit assignments to increase their proficiency score. Students in the control class scored higher on a common final exam (although not statistically significant), and believed the material was better taught, while students in the experimental class claimed to have learned more and were more satisfied with the grading in the course. Future research will expand data gathering and improve the research design.
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Reports on the topic "Mastery Learning Technique"

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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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