Date of Award

Spring 5-10-2024

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Kathy Enger


Formative Assessment, Mastery Learning, Feedback


The mastery learning approach in education focuses on frequent check ins throughout learning to provide feedback. This feedback helps inform the teacher of how the students are doing and how to adjust lesson plans and activities. This feedback also informs the students of how they are doing in the class and provides the students with the opportunity to practice and learn from mistakes. This research study is an investigation of how the mastery learning approach in the mathematics classroom encourages students by utilizing frequent formative assessment and feedback. The purpose of this research was to determine whether mastery learning using frequent formative assessment and feedback increases student learning in mathematics. The main research question that the study was focused on was “how does the mastery learning approach with the formative assessment process encourage student success in the mathematics classroom?”. To accomplish the objectives of the research study, a quantitative research design was used. A convenience sample was utilized since the participants are students in the mathematics classroom. The participants of the research study were given a pre-test and a post-test to measure growth in one unit of Algebra 1. Throughout the unit, participants were given feedback on their assignments and were able to correct and resubmit their assignments for points back. At the end of the unit, participants were given a survey to determine how they felt about the mastery learning and formative assessment process throughout the unit.



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