The Effect of a Mastery Learning Technique on the Performance of a Transfer of Training Task

This study evaluated the effect of using the mastery learning technique of self-directed feedback, reinforcement, and remediation of knowledge on the performance of a work-related task. The mastery learning intervention was conducted via a workbook which provided feedback to participants on their knowledge attainment after instruction, yet before the evaluation of the transfer task. The study utilized a randomized subjects, post-test-only control group design with 130 participants. The hypothesis that mastery learning would have a positive effect on transfer of knowledge from the classroom to a work-related task was supported. Implications for instructional design and suggestions for future research are discussed.