자료유형  

 학위논문

Control Number  

0017164731

International Standard Book Number  

9798346808756

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Perez, Carlos Luis.

Publication, Distribution, etc. (Imprint  

[S.l.] : Arizona State University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

211 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-06, Section: B.

General Note  

Advisor: Verdin, Dina.

Dissertation Note  

Thesis (Ph.D.)--Arizona State University, 2024.

Summary, Etc.  

요약The mastery learning pedagogical approach recognizes that mastery is not always achieved on the first attempt, and learning from mistakes and perseverance is fundamental to learning. Research has suggested that mastery learning can have a positive influence on underrepresented engineering students' learning and course performance. Yet, there is a lack of understanding of the specific ways mastery learning could benefit students and what creates those benefits. This dissertation aims to advance our understanding of how mastery learning can serve engineering students by examining their academic performance and mindsets. Study 1 is a systematic literature review of mastery learning in engineering education. It explored how mastery learning has been applied to undergraduate engineering courses, its effects on student performance, student experiences, and instructor feedback about the application of mastery learning. Study 1 revealed that mastery learning can be feasibly applied to a variety of engineering courses and that many articles say students learn better through mastery learning. Study 2 used longitudinal interview data to understand how students from a Hispanic-Serving Institution (HSI) reacted to mistakes and learned from their mistakes in mastery learning courses. I interviewed 7 participants, many of who were in mechanical engineering majors and identified as Latinx and first-generation college students. In this study, I found that mastery learning positively impacted women's sense of belonging, and all students' wellbeing and learning from mistakes. Study 3 applied a linear mixed modeling approach to show how mastery learning and classroom goal structures impacted first-generation college students' growth mindsets. I surveyed 148 first-generation college students, most of whom were Latinx. Mastery learning was shown to positively influence the growth mindsets of approximately 40% of students. Even students enrolled in non-mastery learning courses showed an increase in their growth mindsets score the more they perceived that the classroom environment was focused on mastery. Collectively, these studies reveal ways mastery learning can positively contribute to the academic development, mindsets, and wellbeing of engineering students. The evidence provided can be used to help make decisions about employing mastery learning to better serve HSI's underrepresented student body.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Engineering.

Subject Added Entry-Topical Term  

Hispanic American studies.

Subject Added Entry-Topical Term  

Higher education administration.

Index Term-Uncontrolled  

Alternative education

Index Term-Uncontrolled  

Growth mindset

Index Term-Uncontrolled  

Mastery grading

Index Term-Uncontrolled  

Mastery learning

Index Term-Uncontrolled  

Hispanic-Serving Institution

Index Term-Uncontrolled  

Systematic literature review

Added Entry-Corporate Name  

Arizona State University Engineering Education Systems and Design

Host Item Entry  

Dissertations Abstracts International. 86-06B.

Electronic Location and Access  

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Control Number  

joongbu:654533