Supporting Research

Many academic studies have demonstrated the efficacy of blended, self-paced, mastery-based approaches to education. Below, we summarize some of the most important and interesting research in the field.

Research on Blended Instruction

Research on Self-Paced Learning

Research on Mastery-Based Assessment

  • A 1990 meta-analysis reviewed findings from 108 controlled evaluations and found that “mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools. The effects appear to be stronger on the weaker students in a class, and they also vary as a function of mastery procedures used, experimental designs of studies, and course content.” Source: Effectiveness of Mastery Learning Programs: A Meta-Analysis (Review of Educational Research, 1990)

Research on Metacognition

  • John Hattie’s “Visible Learning” rankings show that “meta-cognitive strategies” have a strong positive effect on student achievement. He finds similarly positive effects for feedback, strategy monitoring, and mastery learning. Source: Visible Learning (2018)