Explore the impact of mastery learning in engineering education at the Dec. 5th Zoom seminar led by Carlos Perez. Learn how this approach, which allows multiple attempts to achieve mastery, impacts students’ performance, belonging, and learning experience, especially among minoritized groups.
Thursday, Dec. 5th 2-3 pm CT
Zoom only
Speaker: Carlos L. Perez
Title: The Student Experience in Engineering Mastery Learning Courses
Abstract:
Mastery learning is an alternative pedagogical approach that encourages students to focus on content mastery and allows multiple attempts to achieve learning objectives. Prior research has suggested that mastery learning can positively impact undergraduate engineering students. Yet, there is no cohesive understanding of mastery learning's effects on undergraduate engineering students, student experience with mastery learning, or how mastery learning can benefit minoritized populations. Two studies were conducted to address these topics. Study 1 is a systematic literature review of mastery learning in engineering education. It explored mastery learning's effect on student performance and student experiences. The systematic literature review surveyed eight databases and screened 1702 sources. The screening process resulted in 23 articles that were synthesized. Study 1 revealed that mastery learning has led to performance enhancements in undergraduate engineering students when measuring course grades, homework grades, passing rates, and mastery ratios. Additionally, five articles reported that students perceive they learn better through mastery learning, and three articles reported that students would like to participate in a mastery learning course again. Study 2 used longitudinal interview data to examine how mastery learning students from a Hispanic-Serving Institution reacted and learned from their mistakes. Seven participants were interviewed longitudinally three times as they experienced a mastery learning course. The majority of participants identified as Latinx, first-generation college students, and were enrolled in a mechanical engineering major. Through thematic analysis, it was found that students reacted more positively to mistakes in mastery learning courses than in traditional engineering courses. Positive reactions to mistakes originated from students' expectation that they could correct their mistakes and achieve their desired grade. Mastery learning also positively influenced women's sense of belonging and all students' wellbeing and learning from mistakes. Students attributed their greater learning from mistakes in mastery learning courses to the availability of retake opportunities and the focus on mastering course content. These studies reveal ways mastery learning can positively impact engineering students’ academic performance and experience through enhanced learning, sense of belonging, and wellbeing.
Bio:
Carlos L. Perez is a Ph.D. candidate at Arizona State University in the Ira A. Fulton Schools of Engineering and the Engineering Education Systems and Design program. He earned an M.S. in Mechanical and Aerospace Engineering and a B.S. in Aerospace Engineering from Syracuse University. His research interest is in alternative pedagogical methods, specifically on the effects of mastery learning on undergraduate students and how instructors perceive mastery learning. He has examined the influence of mastery learning on student performance, learning, sense of belonging, growth mindset, and wellbeing. His work has focused on ways mastery learning can support underrepresented students like women, first-generation students, and Latinx students.