Teachers’ Implementation of Mastery learning strategies in the Department of English at MMUTO: The Case of Third-Year ESP Students

Abstract

The dissertation aims to determine whether the strategies of mastery learning are implemented by English teachers in Third-Year ESP classes in the Department of English at MMUTO. To carry out our study, we relied on Bloom’s mastery learning theory(1968). To reach such an aim, a mixed method approach was used for data collection and analysis. Thus, a questionnaire was administered to teachers, and classroom observations were conducted. In addition, SPSS (Statistical Package for Social Sciences) was used for statistical data analysis. Moreover, qualitative content analysis for the interpretation of the open-ended questions of the questionnaire, and the results of the classroom observations was employed. The main findings of the research indicate that the first element of Mastery Learning; that is teaching through behavioral objectives is not taken into account. Additionally, the findings show that formative assessment is widely used, and students are provided with descriptive feedback but not in a regular and a satisfactory way. Regarding the last strategy, which is providing quick students with enrichment activities, the results show that it is never used.