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Littérature scientifique sur le sujet « Mastery Learning and Remedial Teaching »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Mastery Learning and Remedial Teaching"

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Al, As, Nasrib Mohamad, and Aliza Alias. "Needs analysis for developing culturally responsive teaching for remedial education: What do teachers need?" Specijalna edukacija i rehabilitacija 22, no. 4 (2023): 277–96. http://dx.doi.org/10.5937/specedreh22-43326.

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Culturally responsive teaching modifies the learning experience by building an atmosphere that celebrates, acknowledges, and establishes the cultural capital that teachers and students create in the classroom. However, lessons that consider culture need to be fully proposed in remedial education. Objectives. Thus, this study views culture as one of the most significant variables to be implemented in remedial education, especially in assisting students' mastery of literacy skills by utilizing needs analysis research for remedial teachers. Methods. The needs analysis procedure was adapted and mo

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Shabrina Gifa Irsalina and Zulfiani. "Analysis of Remedial Teaching Implementation in Merdeka Curriculum to Achieve High School Biology Learning Objectives." Quagga: Jurnal Pendidikan dan Biologi 17, no. 2 (2025): 114–25. https://doi.org/10.25134/quagga.v17i2.410.

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Remedial programs are an essential part of the learning process, designed to support students who have not yet achieved full mastery of specific material. In line with the principles of the Merdeka Curriculum, remedial teaching emphasizes flexibility and adaptability as corrective measures. This study aims to analyze the implementation of remedial teaching for Biology in grade XI at SMA Negeri 5 Depok, focusing on its role in helping students meet the learning objective achievement criteria, also known as Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). This research uses a qualitative case s

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Gandhi, Ayushkumar, and Dr. Sudhirkumar Tandel. "Beyond Constructivism: Examining How the TIGER Model Enhances Remedial and Mastery Learning in Mathematics." International Journal of Advance and Applied Research 6, no. 20 (2025): 45–49. https://doi.org/10.5281/zenodo.15348085.

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It is essential to implement teaching methods which ensure remedial services alongside mastery learning capabilities alongside fostering conceptual understanding in mathematics instruction. This conceptual paper completes two goals: (1) it describes the theoretical bases behind Constructivist 5E Model and TIGER Model applications in math education while (2) it proposes an updated system for math education that enhances TIGER Model learning cycles. This paper examines learning theories including constructivism theory by Piaget Vygotsky Bruner as well as master learning theory by Bloom Guskey wh

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Puspita Sari, Linda, Nataria Wahyuning Subayani, and Afakhrul Masub Baktiar. "REMEDIAL AND ENRICHMENT MATHEMATICS IN ELEMENTARY SCHOOL." Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC) 1, no. 2 (2021): 90. http://dx.doi.org/10.30587/umgeshic.v1i2.3372.

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In learning activities, there are always students who have difficulty in achieving competency standards, basic competencies and mastery of predetermined learning materials. The number of students who do not score below the KKM, so remedial and enrichment activities are needed to add insight to students. This study aims to determine the implementation of remedial teaching and enrichment in mathematics subjects at UPT SD Negeri 143 Gresik.The type of research used in this research is descriptive qualitative research. This research was carried out at the UPT SD Negeri 143 Gresik, Balongpang

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Gabio, Janzen A., and Allan Jay S. Cajandig. "College of Teacher Education Students’ Mastery of Statistical Concepts: Basis for Proposed Enhancement Program." International Journal of Research and Innovation in Social Science IX, no. III (2025): 2269–84. https://doi.org/10.47772/ijriss.2025.90300179.

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In the 21st century, data-driven decision-making in education requires statistical literacy. Underprepared teachers, high pupil-teacher ratios, and restricted resource access make statistical concepts challenging for students globally, including in the Philippines. This study aimed to assess the mastery level of statistical concepts among CTE students at Ramon Magsaysay Memorial Colleges (RMMC), identify the factors influencing their statistical mastery, and the challenges they faced in learning statistics. Using a descriptive-correlational survey design, data were collected from 441 fourth-ye

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Permatasari, Faudina, and Siti Nur Azizah. "Teachers' attitudes in addressing learning difficulties in junior high school." At- Ta'lim : Jurnal Pendidikan 11, no. 1 (2025): 36–43. https://doi.org/10.55210/attalim.v11i1.1927.

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The professional attitude of the teacher can be seen mastery of the material, structure, concepts, and scientific mindset that supports the subject being taught, mastery of the competency standards subjects taught, mastery of competency standards and basic competencies of the subjects taught, development of subject matter competency standards and basic competencies of the subjects taught, creative development of the subject matter covered creative, continuous professional development, and utilisation of information and communication technology for self-development. information and communicatio

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Kelly, Bernadette, Douglas Carnine, Russell Gersten, and Bonnie Grossen. "The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students." Journal of Special Education Technology 8, no. 2 (1986): 5–17. http://dx.doi.org/10.1177/016264348600800202.

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This study compares the effectiveness of a videodisc curriculum that incorporates principles of instructional design (including discrimination practice and cumulative review) with a traditional basal program designed to teach basic fractions skills. Twenty-eight high school students, including 17 mildly handicapped students, qualified for the study by showing (a) mastery of whole number operations and (b) less than 50 percent mastery of the fractions skills to be taught. The students were matched in pairs based on a pretest score and math scores from the California Achievement Test, and then r

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Graciel Jane B. Aljas, Ailene N. Ermac, Lessie Mae L. Dela Cruz-Mata, Ethel Theresa E. Obedientes-Alvia, and Mychol C. Maghamil. "Assessing the Mastery Level of Identifying Parts of Speech in Poetries." Journal of English Language Teaching and Applied Linguistics 7, no. 3 (2025): 90–101. https://doi.org/10.32996/jeltal.2025.7.3.10.

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This study assessed the mastery level of first-year college students at Mindanao State University – Lanao del Norte Agricultural College in identifying the parts of speech within poetic compositions. The researchers examined the students' prior knowledge, learning styles, and the challenges they faced in identifying parts of speech, specifically nouns, pronouns, verbs, adjectives, adverbs, prepositions, and interjections. Using a descriptive-correlational research design, data were gathered from 80 respondents through questionnaires, parsing tests, and learning style assessments. Findings reve

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Isah, S. A., A. Hassanu, and I. S. Tambaya. "Effects of Mastery and Collaborative Learning Approaches on Performance in Concept Genetics among Secondary School Students in Katsina State." Zamfara International Journal of Education 3, no. 5 (2023): 128–38. https://doi.org/10.5281/zenodo.10431466.

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A paradigm and theoretical shift in instructional designs and teaching methodologies has been witnessed in the 20<sup>th</sup> and 21<sup>st</sup> centuries, where effective teaching approaches were designed to suit learners’ disposition because, educators realized the ways students preferred to be taught is significant with respect to students’ academic performance. The study therefore investigated the effect of mastery and collaborative learning approaches on performance in concepts genetics among senior secondary school students in Katsina State, using gender and self-concept as

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Suratnu, Roslina. "THE ADOPTION OF THE ADDIE MODEL IN DESIGNING AN INSTRUCTIONAL MODULE: THE CASE OF MALAY LANGUAGE REMOVE STUDENTS." IJIET (International Journal of Indonesian Education and Teaching) 7, no. 2 (2023): 262–70. http://dx.doi.org/10.24071/ijiet.v7i2.3521.

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This study aims to examine the process involved in designing an instructional module based on the ADDIE model which was developed by Dick Carey (1996). An instructional module is one of the main tools in the teaching and learning (TL) process of a subject. Therefore, the design of modules needs to be based on an instructional model that details the phases of the process carefully and systematically. Thus, this study explores the use of the ADDIE model in designing an instructional module for the subject of the Malay language at the remedial level. The ADDIE model consists of five phases: namel

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Thèses sur le sujet "Mastery Learning and Remedial Teaching"

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Yang, GaoLou. "Educating educators on mastery learning and spiral learning." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/GYang2007.pdf.

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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own w

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Larsen, Janeen Jess. "Teaching basic jazz piano skills to classically-trained adult pianists a mastery learning approach /." Gainesville, FL, 1986. http://www.archive.org/details/teachingbasicjaz00lars.

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Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data

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Day, Therese. "What does it mean to be a learning support teacher? : a life-history investigation of ten learning support teachers in the east-coast of Ireland." Thesis, n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=104.

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Kuzmich, Karolina. "Addressing specific individual learning needs." Thesis, The Author [Mt. Helen, Vic.] :, 1998. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/36169.

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Seal, Mitchell J. "Mastery learning and the essentials of critical care orientation : a heuristic participant evaluation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/658.

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This study employed a heuristic -participant evaluation of the instruction of the web-based Essentials of Critical Care Orientation (ECCO) program using two research questions: (1) How well does the ECCO adhere to Bloom's theory of mastery learning and instruction; and (2) What effect, if any, does this have on the participant RN? Evaluation findings demonstrated that the ECCO is 66 hours of expository instruction with little to no meaningful feedback, correction, or enrichment activity, is not well aligned, and has significant design flaws related to objectives and transfer of instruction and

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Nunes, Felipe Becker. "Um método de ensino pautado na aprendizagem integrada aos mundos virtuais e princípios do mastery learning." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172169.

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A concepção de novas alternativas educacionais pautadas no uso de recursos tecnológicos, tem acarretado o aumento do número de pesquisas em diferentes domínios de ensino. Tem se destacado nas últimas décadas a abordagem dos Mundos Virtuais, cuja base está calcada na interatividade, visualização de objetos 3D, sensação de imersão e liberdade ao aluno para explorar os recursos didáticos disponibilizados. Desta forma, se considera necessário que o planejamento e condução das atividades propostas pelos professores nos Mundos Virtuais, estejam baseadas em uma abordagem educacional consistente e dif

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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause unit

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Simon, Rebecca A. "Teaching arithmetic to students with learning disabilities : a unique approach." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29522.

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The present study was designed to see if children with learning disabilities could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities were selected for the study. Prior to the intervention, these students used a combination of count-all and count-on strategies when solving addition problems and used concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention with the 3 subjects. The experiment consisted of a teaching phase where students were taught to t

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Livres sur le sujet "Mastery Learning and Remedial Teaching"

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Engelmann, Siegfried. Reading mastery IV. Science Research Associates, 1988.

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Engelmann, Siegfried. Reading mastery III. Science Research Associates, 1988.

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R, Forness Steven, ed. The science of learning disabilities. NFER-Nelson, 1985.

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Sharman, Elaine. Music helps learning. N.Z. Council for Educational Research, 1985.

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Maxwell, Martha. Improving student learning skills. H&H Pub. Co., 1997.

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Margulies, Sheldon. Learning law: The mastery of legal logic. Carolina Academic Press, 1993.

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Raban-Bisby, Bridie. Classroom responses to learning difficulties. Macmillan Education, 1988.

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Blum, Paul. Improving low reading ages in the secondary school: Practical strategies for learning support. RoutledgeFalmer, 2004.

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Associates, Learning Point, Berkeley Policy Associates, and South Carolina Education Oversight Committee., eds. South Carolina extended learning time study: Interim report. South Carolina Education Oversight Committee, 2006.

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Educational Resources Information Center (U.S.), ed. Remediation, a must for the 21st-century learning society. Education Commission of the States, 2000.

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Chapitres de livres sur le sujet "Mastery Learning and Remedial Teaching"

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Joyce, Bruce, and Emily Calhoun. "Mastery Learning." In Models of Teaching, 10th ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003455370-22.

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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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Pawlak, Mirosław. "Beliefs About Grammar Instruction and the Mastery of the English Passive Voice." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75726-7_8.

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these interv

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Loboda, Tomasz D., Julio Guerra, Roya Hosseini, and Peter Brusilovsky. "Mastery Grids: An Open Source Social Educational Progress Visualization." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_18.

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Takahashi, Satomi. "Chapter 8. Task motivation effects on L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.08tak.

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Noticing target pragmatic features in the input does not necessarily lead to learning, as evidenced by Takahashi (2013, 2015). By focusing on aware learners, this study explored the extent to which Japanese English language learners’ task motivation affects their awareness of English bi-clausal request forms in implicit intervention and their subsequent learning outcomes. Data from the awareness tasks and learning assessment measures were analysed in the framework of provision (noticing + learning) versus non-provision (noticing only) learners. The results indicated that the target forms were

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Pelton, Timothy, Todd Milford, and Leslee Francis Pelton. "Developing Mastery of by Integrating Lessons and Apps." In Using Mobile Technologies in the Teaching and Learning of Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90179-4_9.

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Hjörne, Eva, and Pernilla Larsson. "Beyond Teaching and Learning – Disciplining Boys in Remedial Classes During The 1960s in Sweden." In Learning, Social Interaction and Diversity – Exploring Identities in School Practices. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-803-2_10.

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Lee, Ngan Hoe, and Liyana Safii. "Teaching Practices That Promote Mastery in Mathematics Learning in Singapore Secondary School Classrooms." In Mathematics Education – An Asian Perspective. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_5.

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Actes de conférences sur le sujet "Mastery Learning and Remedial Teaching"

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Lewin, Daniel R. "Food for thought: Delicious problems for Process System Engineering (PSE) courses." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.119270.

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Active learning is widely recognized as an effective teaching approach that can improve classroom outcomes. This is enabled by providing the time for students to apply new knowledge, make mistakes, correct them, and repeat the process until mastery is achieved. One way to implement active learning is through the flipped classroom paradigm. However, to be effective, active learning depends on providing students with a variety of open-ended problems, ranging in difficulty from introductory to advanced levels. This paper presents four food-themed problems for use in numerical methods and process

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Laky, Montgomery D., Gintaras V. Reklaitis, Zoltan K. Nagy, and Joseph F. Pekny. "Smart Manufacturing Course: Proposed and Executed Curriculum Integrating Modern Digital Tools into Chemical Engineering Education." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.199586.

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The paradigm shift into an era of Industry 4.0, also referred to as the fourth Industrial Revolution, has emphasized the need for intelligent networking between process equipment and industrial processes themselves. This has brought on an age of research and framework development for smart manufacturing in the name of Industry 4.0 [1]. While the physical and digital advancements towards smart manufacturing integration are substantial the inclusion of engineers themselves amongst this shift is often less considered [2]. There are educational efforts in Europe to create and implement smart manuf

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Gillespie, R. Brent, M. Sile O’Modhrain, Philip Tang, David Zaretzky, and Cuong Pham. "The Virtual Teacher." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0250.

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Abstract This paper introduces the virtual teacher, a device or agent that supplements an environment in order to facilitate acquisition by a human user of a manual skill. Like the virtual fixture, a virtual teacher generally acts as an aide or facilitator to task execution, but unlike the virtual fixture, the virtual teacher is present only during training periods. During eventual task performance the teacher is absent. The virtual teacher’s objective, implicitly understood by the user, is to promote independent mastery over the task. We review and organize common paradigms for the teaching o

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Cardona, Juan P., Francisco Alvarez, Cesar Velazquez, Guillermo Dominguez, and Jaime Munoz. "Evaluation of remedial intervention with Mastery Learning approach for dyslexic children." In 2021 4th International Conference on Inclusive Technology and Education (CONTIE). IEEE, 2021. http://dx.doi.org/10.1109/contie54684.2021.00016.

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Suhartini, Andewi, Rahayu Kariadinata, and Oneng. "Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214901410149.

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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking p

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McCullough, Sarah. "O24 Using deliberate practice and mastery learning in simulation teaching." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.46.

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Baniassad, Elisa, Alice Campbell, Tiara Allidina, and Asrai Ord. "Teaching Software Construction at Scale with Mastery Learning: A Case Study." In 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). IEEE, 2019. http://dx.doi.org/10.1109/icse-seet.2019.00027.

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Toti, Giulia, Guoning Chen, and Sebastian Gonzalez. "Teaching CS1 with a Mastery Learning Framework: Impact on Students' Learning and Engagement." In ITiCSE 2023: Innovation and Technology in Computer Science Education. ACM, 2023. http://dx.doi.org/10.1145/3587102.3588844.

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Hussain, Sayed Yusoff Syed, Wee Hoe Tan, and Muhammad Zaffwan Idris. "Digital Game-Based Learning for Remedial Mathematics Students: A New Teaching and Learning Approach in Malaysia." In Proceedings of the Serious Games Conference 2014. Research Publishing Services, 2014. http://dx.doi.org/10.3850/978-981-09-0463-0_011.

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Rapports d'organisations sur le sujet "Mastery Learning and Remedial Teaching"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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