An Aptitude-Treatment Interaction in a Mastery Learning Model of Instruction

This research examined the interactive effect of cognitive entry behaviors (CEB) with mastery vs. non-mastery learning strategies of instruction on reading comprehension. One hundred eighty grade-three students were randomly assigned to four treatment groups: 90% mastery, 70% mastery, non-mastery, and control. Subjects were individually instructed a sequence of three tasks that aimed to teach the skills of word recognition, word meaning, and word order. Multivariate multiple regression analysis indicated a significant CEB × Treatment interaction on immediate comprehension achievement. A comparison of regression slopes revealed that low CEB mastery learning students benefited relatively more than high CEB mastery learning students. These findings confirmed the interactive relationship between initial abilities and instructional methods postulated in Bloom's theory of school learning. The CEB × Treatment interaction on long-term retention was not significant, suggesting the need for extended mastery learning programs for low CEB students.