Effect of Using Mastery Learning Strategy on Acquiring Theoretical Competences for Designing Educational Software – An Experimental Study at Education Faculty in Damascus University

Abstract

This study aimed at measuring the effect of using mastery learning strategy on acquiring theoretical competences for designing educational software. The sample consisted of (35)students from the third year of Department of Curricula and Instructional Methods in Education Faculty - Damascus University in the academic year (2015 - 2016). The researcher depended on the experimental approach – one experimental group. A reliable and valid test was developed to measure four competences. This test was used three times : pre-test, posttest and delayed test. The researcher used mastery learning strategy  in teaching students theoretical competences for designing educational software.

The most important results are :

• students` mean score forms (89.5%) of the total score of the test in the posttest. Also in the posttest, students` mean scores form: (92.33%) for planning competence,(94.88%) for designing competence,(75.5%) for production competence and(89.5%) for evaluation competence.
• In the delayed test, students` mean scores decrease less than (1%) in every competence.
• There are statistical differences among students` mean scores in the pre-tests and students` mean scores in the post-test in every competence. These differences are in favor of the post-test.
• There are no statistical differences among students` mean scores in the post-test and students` mean scores in the delayed-test in every competence.

The study suggested to use mastery learning strategy in all fields of instructional technology. Many suggestions were introduced in light of the results.