Showing papers on "Psychopedagogy published in 1984"
TL;DR: In this paper, the authors show that the results cannot be attributed to actual differences in achievement of men and women students, but have been attributed to inherent differences between students rather than to differential marking by examiners.
Abstract: Sex differences in academic achievement have often been observed but have usually been attributed to inherent differences between men and women students rather than to differential marking by examiners. The present study indicates that this may not be the case. Sex bias was shown to occur in the evaluation of students' projects. These results cannot be attributed to actual differences in achievement of men and women students. The implications of these findings for marking in general are discussed and recommendations are made for examination procedures which would help to eliminate such bias.
72 citations
TL;DR: In this article, two studies were conducted to examine time factors of mastery learning and found that student time differences did not decrease across the 10 days of the first study or the 4 years of the second.
Abstract: Two studies were conducted to examine time factors of mastery learning. According to mastery learning theory, between-student variability of learning time will progressively decrease under conditions of mastery learning. The first study was an experiment in which four classes of elementary school students learned 10-unit sequences of typical school material under mastery learning conditions. The second study was a post hoc longitudinal evaluation of students who learned arithmetic in a mastery procedure from grades 1 to 4. In contrast to mastery claims, student time differences did not decrease across the 10 days of the first study or the 4 years of the second. Rather, learning time variability remained stable or increased. It may be necessary to modify mastery learning theory in light of these results.
37 citations