The effects of mastery learning and the possession of necessary prerequisites on achievement of Turkish students studying English as a second language

Abstract

The aim of this study is to test whether or not the combined effect of Mastery Learning method of Instruction in addition to the provision of Cognitive Entry Behaviors produces higher achievement levels than those obtained through Mastery Learning or Cognitive Entry Behaviors alone in relation to the control classes. The study is conducted at a private high school in istanbul, including the preparatory level English class students studying English as s second language.