Initially, this was accomplished through an extensive review of course and research literature in other teaching/learning environments. Then a mastery-oriented course in basic conducting and score reading was designed and tested in a pilot study. A revised version of this course served as the instructional setting for an exploratory experimental study designed to compare a traditional approach to conducting instruction with two mastery-learning instructional paradigms -- the Keller Personalized System of Instruction (PSI) and the Bloom Learning for Mastery (LFM) model of teaching and learning. The experiment specifically focused on a comparison of corrective techniques commonly used in traditional and mastery-based instruction. Fifty-three undergraduate music majors were taught conducting and score reading using three kinds of feedback and correction procedures: (1) a traditional correction strategy (feedback only); (2) a Keller-type PSI correction strategy (feedback plus redirected individual study); and, (3) a Bloom-type LFM correction strategy (feedback plus small-group study of alternative instructional materials).

Multivariate statistical methods were used to examine the relationship between experimental background and achievement measures. These analyses also provided evidence of similarities or differences between the three treatment groups with regard to achievement on three formative measures of transposition ability, three summative measures of conducting and transposition ability, and seven ratings of students' attitudes toward...

Student ratings of increased conducting competence, grading fairness and personal attention from the instructor were also higher in the two mastery treatment groups. Furthermore, the Bloom-type correctives featuring alternative remediation options delivered through small, cooperative study groups appeared superior to the two other treatment strategies in having a positive effect on the learning outcomes and attitudes of students assigned to that group.
The study suggests that mastery learning is a potentially valuable tool for music in higher education because it enhances student learning through the individualization of teaching and learning.

Abstract 3

Gray, Pamela Lynn. (1984). A comparative study of two formats of the basic course in speech

communications: PSI-based and lecture-recitation. Ph.D. dissertation, the Pennsylvania

State University, United States -- Pennsylvania. Retrieved November 28, 2009, from Dissertations & Theses: Full Text.(Publication No. AAT 8419600).

Abstract (Summary)

The study presented here compares two different methods of teaching the basic speech communication course at Central Michigan Univesity: a traditional lecture-recitation method and an experimental method based on the Personalized System of Instruction. The desire to keep a quality