Factors That Impact Mastery Learning in a Probability and Statistics Course

Abstract

In this paper we found empirical evidence that points out factors to successfully use a Mastery Learning scheme in a Probability and Statistics class, using an LMS as delivery platform of the methodology. After analyzing the records of 35 students, we found that the number of attempts each student rehearse the activities assigned under the Mastery Learning methodology, as well as the performance in these activities, are strongly related with the performance level of the student in an exam of the same topics. In contrast, the amount of time elapsed since the activities are delivered and the exam is taken has no significant effect on the student's performance. As a conclusion, we infer that successful use of Mastery Learning most encourage the students to practice the activities until a high grade is obtained, with the addition of maximizing the number of attempts performed, even a high grade was already obtained.