The Effects of a Large Scale Mastery Environment on Students’ Self-Concept

The Tennessee self-concept scale was used to measure the self-concept of eighty-eight college freshmen at the end of their first semester in college. Forty-four of these students had been randomly assigned to a large scale mastery learning environment, and the other forty-four were randomly assigned to conventional classes. “T-test” ratios indicate that the mastery learning students have higher self-concepts than do their conventional counterparts.