Mastery Learning Goals

Causes of Mastery Learning

Students who show mastery learning behaviors can be explained by examining their interests and support. Students who show interest in a certain subject, they will be more apt to take a mastery approach to learning. If a student is interested in math, and is put in an algebra class, they will be more engaged in the learning process than a student who does not care for math. Students that see their own interests reflected in a classroom perform better in the classroom, and take a mastery learning orientation. When positive feedback and rewards are added in a classroom, students will also show mastery learning traits. When a teacher gives more meaningful feed back to students, and does not solely asses them on their knowledge of their work, students tend to learn the subject better. Students will learn when the class has more engaging, and meaningful course work. If a student is always graded on tests, the student will only study for the test. However, if a student is able to perform creative assignments, they will be more apt to learning the subject more. When students notice that their classes enhance mastery goals, they perform better, according to research. Research shows that students liked tasks that offer challenge, and recognize that effort and success correlate. Students seem to like projects that feed into their natural curiosity. An environment that praises individual growth rather than comparative performance can foster this mastery learning orientation. (Pintrich, 2000).

Effects of Mastery Learning

The mastery learning motivational pattern is often favored by educators because students with this motivational pattern are more invested in the process of learning. They view failure as a stepping stone that is necessary to the process of learning. Students with this motivational pattern are more likely to connect class material to their life outside of the classroom. These students are less concerned with their performance in comparison to their peers and are more invested in gaining knowledge and understanding. Studies have found that students who exhibit mastery learning are more likely to persevere through challenges, find learning to be interesting and important, and develop a deeper understanding of the material at hand (Senko, 2011). Mastery learning goals can exist completely outside of the classroom; it really comes down to individuals wanting to learn simply for the sake of learning. These students also have a more secure sense of themselves because they define success on the basis of their individual improvement rather than on their achievement on one specific assessment. Overall researchers have uncovered the trend that mastery learning almost always leads to a deeper understanding of material, and consequentially high performance (Senko, 2011).

Mastery goals are often used as the "gold standard" when held in comparison to performance goals; however, it is simply unrealistic to expect all students to exhibit a mastery goal orientation at all times (Kaplan, 2002). Not every student is going to have an innate interest in every school subject, and even if they did, this does not account for the competitive and comparative nature of standardized testing as well as other forms of assessment. As long as students are required to take assessments, students will continue to feel pressured to perform well. Educators who aim to inspire a mastery learning goal orientation in all of their students have an idealistic perspective of reforming the entire educational environment (Senko, 2011). This is simply unattainable in a short amount of time; however, it is clear that placing emphasis on praising individual growth and gradual understanding is a more than reasonable place to start.

What can teachers do?

As an educator it is incredibly important to spend the time to create a classroom that facilitates the Mastery goal approach. Many of the approaches that a teacher can take to promote this approach include making students feel as though they have a sense of control in their educational experience. A focus on self improvement rather than grades can also cause students to begin to focus on their own development of skills rather than comparing themselves to others. A particularly helpful framework to achieve a mastery goal approach mindset in your classroom is the TARGET approach. This approach stresses the importance of task design, authority, recognition, grouping, evaluation, and time (Deemer, 2004). The first two strategies deal with defining purpose of tasks for students and giving students the ability to participate in decisions that are made in the classroom. The recognition strategy emphasizes the importance of praising and critiquing students for the growth and effort rather than simply the overall grade received. Groups can be beneficial as they allow students to play off of each other’s strengths. Allowing students to improve upon work makes students feel as though growth is the main goal and makes evaluations feel more clinical. Finally, paying attention to the time that students need to understand content is important when structuring the class (Deemer, 2004). These classroom strategies can help to create an environment that promotes self improvement and growth in the classroom.