The University of St. Thomas


Halberg, Jill

Halberg, Jill

The Effect of the Mastery Learning Model on Learning Concepts in the Kodály Classroom
Jill M. Halberg

The purpose of this paper was to answer the question: Does the Mastery Learning Model motivate students in the Kodály Classroom to become involved in their own learning, and does it give the slower learners the time they need to master the material without limiting the faster learners?

Major topics of research included a need for educational reform, history of educational reform, the Mastery Learning Model, Competency-Based Education, and Outcome-Based Education.

A detailed procedure for setting up a Mastery Learning Model in a sixth-grade Kodály classroom based on this research is included. This encompassed: (1) a possible course outline consisting of three teaching sections, (2) formative evaluations, correctives and enrichment work needed to set up the program and (3) a plan for involving student tutors in handling corrective activities.

This Mastery Learning plan was used to teach approximately 160 sixth-grade students the musical concepts in the three teaching sections, which included roughly nine weeks of study. Five additional classes were taught the same concepts using a traditional teaching method. Student scores, a student survey, video tapes, and teacher observations were used to evaluate the program.

The study showed the Master Learning Model allowed most, but not all, students the time they needed to master material. The study also showed that students working under the Mastery Learning Model achieved more and appeared more motivated to learn the material than students working in a more traditional setting. While this study tends to support the theory that the Mastery Learning Model motivates student learning in the music classroom, more in-depth research needs to be done over a longer period of time to confirm this finding.