Bloom's 2 sigma problem refers to an educational phenomenon and associated problem observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal Educational Researcher. Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students educated in a classroom environment with one teacher to 30 students, with or without mastery learning. As quoted by Bloom: "the average tutored student was above 98% of the students in the control class". Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class.
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| - Bloom's 2 sigma problem (en)
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| - Bloom's 2 sigma problem refers to an educational phenomenon and associated problem observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal Educational Researcher. Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students educated in a classroom environment with one teacher to 30 students, with or without mastery learning. As quoted by Bloom: "the average tutored student was above 98% of the students in the control class". Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class. (en)
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| - Bloom's 2 sigma problem refers to an educational phenomenon and associated problem observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal Educational Researcher. Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students educated in a classroom environment with one teacher to 30 students, with or without mastery learning. As quoted by Bloom: "the average tutored student was above 98% of the students in the control class". Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class. The phenomenon was described by Bloom as illustrative of the importance of the problem to "find methods of group instruction as effective as one-to-one tutoring". The phenomenon has also been used to illustrate that factors outside of a teachers' control influences student education outcomes, motivating research in alternative teaching methods, in some cases reporting larger standard deviation improvements than those predicted by the phenomenon. The phenomenon has also motivated developments in human-computer interaction for education in education, including cognitive tutors and learning management systems. (en)
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