The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring

Abstract

T w o University of Chicago doctoral students in education, Anania (1982, 1983) and Burke (1984), completed dissertations in which they compared student learning under the following three conditions of instruction: 1. Conventional. Students learn the subject matter in a class with about 30 students per teacher. Tests are given periodically for marking the students. 2. Mastery Learning. Students learn the subject matter in a class with about 30 students per teacher. The instruction is the same as in the conventional class (usually with the same teacher). Formative tests (the same tests used with the conventional group) are given for feedback followed by corrective procedures and parallel formative tests to determine the extent to which the students have mastered the subject matter. 3. Tutoring. Students learn the subject matter with a good tutor for each student (or for two or three students simultaneously). This tutoring instruction is followed periodically by formative tests, feedback-corrective procedures, and parallel formative tests as in the mastery learning classes. It should be pointed out that the need for corrective work under tutoring is very small.