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Two case studies of mastery learning in marketing education: The Marked Model Program
Abstract
The purpose of this qualitative study was to examine the feasibility, problems, benefits, and implications of the use of the mastery learning strategy in secondary marketing programs implementing the MarkED Model Program. Two sites were studied, one in the first year of implementation and one in the third year of implementation. Interviews of students, former students, teachers, administrators, and MarkED staff were conducted, along with observations and document research. Two case studies were constructed, along with a cross-case analysis. Data were analyzed primarily using a pattern-matching technique (Yin, 1989), with patterns emerging from the literature and from the pilot study compared to data from the study. The information gained from this study was a detailed picture of the actual practice of the use of the mastery learning strategy in marketing education classrooms participating in the MarkED Model Program. According to the findings of the study, although there were problems associated in implementing the strategy, the mastery learning strategy and the concepts of the MarkED Model Program provided opportunities for most students to achieve at mastery levels.
Subject Area
Vocational education|Business education
Recommended Citation
Uhrig, Roberta K, "Two case studies of mastery learning in marketing education: The Marked Model Program" (1992). ETD collection for University of Nebraska-Lincoln. AAI9314443.
https://digitalcommons.unl.edu/dissertations/AAI9314443