IMPROVING STUDENT ENGAGEMENT IN MASTERY LEARNING THROUGH IMPROVEMENT SCIENCE: A STUDY IN A STEM LABORATORY SCHOOL

This improvement science dissertation seeks to address challenges in the effective implementation of a mastery-based instructional model in an open-enrollment K-12 charter school. Many students have demonstrated low motivation for completing formative learning activities, which are essential for personalized feedback and intervention. When students do not complete these activities, content mastery is hindered. This study utilizes improvement science to explore the root causes of the problem, evaluate the effects of previously used interventions, and test an intervention to improve student engagement. Preliminary analyses identified several contributing factors, including students’ feelings of incompetence with the content, frustration with grading policy, untimely feedback from teachers due to limited planning time, and gaps in accountability. Metrics include survey data, assignment completion indicators, student reflections, and teacher/PLC feedback. An intervention was implemented that applied structured autonomy and increased feedback to improve self-determination factors and student engagement. This work supports future efforts to effectively implement mastery learning models that encourage student success through equitable student-driven instruction.