Bloom's 2 sigma problem
Educational phenomenon of greatly improved performance by tutored learners / From Wikipedia, the free encyclopedia
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Bloom's 2 sigma problem refers to the educational phenomenon that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students educated in a classroom environment. It was originally observed by educational psychologist Benjamin Bloom and reported in 1984 in the journal Educational Researcher.[1][2][3] Bloom's paper analyzed the dissertation results of University of Chicago PhD students Joanne Anania and Joseph Arthur Burke. As quoted by Bloom: "the average tutored student was above 98% of the students in the control class".[1]: 4 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.[1]: 4
The phenomenon's associated problem, as described by Bloom, was to "find methods of group instruction as effective as one-to-one tutoring".[1] 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,[4] in some cases reporting larger standard deviation improvements than those predicted by the phenomenon.[5][6] The phenomenon has also motivated developments in human-computer interaction for education, including cognitive tutors[6] and learning management systems.[7]