Mastery learning in animal anatomy and physiology

Lower division students' attitudes and performance were compared using traditional and learning for mastery methodologies in an instructional program in animal anatomy and physiology. Course and Instructor Evaluation Questionnaire (CIEQ) ratings were lower in the major categories for the mastery metholodogy than when the course was administered in the traditional manner. Use of autotutorial learning aids and models outside the classroom was minimal and students spent the major portion of study time reviewing old examination files to receive passing grades. Given an indefinite time in which to complete 8 written examinations plus a comprehensive final written examination with the option of being reexamined over the same material, as dictated by the mastery philosophy, only 32 percent of the class completed the course within the semester. The remaining students received an "incomplete", giving them an additional year in which to complete the course, or received a failing grade. Students completing the course under the mastery philosophy had an 18 percent better score on the post test relative to students completing the course in the traditional methodology even though their pretest scores were almost identical.