Paper Title
Compare The Effect of Mastery Learning and Constructivist Approaches to The Academic Achievements of Teachers

Abstract
The purpose of this experimental study was to examine the effectiveness of Mastery Learning and Constructivist Approaches to the Academic Achievements of Prospective Teachers who Attended Curriculum Development and Teaching Lesson at Pedagogical Formation Education. The study was applied in 2014-2015 academic year at spring term on the students of Ondokuz May University. Participants in this study attended 19 May University Education Faculty in Samsun There were 80 students 40 from History, 40 Literature department of Pedagogical Formation Education program. The data gathered with an academic achievement test comprised 69 items about Curriculum Development and Teaching lesson which developed by the researcher. Pre-test and post-test control group experimental design has been conducted. Findings and Results: According to findings, it was seen that there is meaningful difference between experimentalí and control group. It has been found that the experimental (constructivist approach) increases academic achievement more than control group (mastery learning) t-test is used t: -7,597; p<0.005. The findings gained in this research show that being a significant difference in experiment group favor on the points of final test and achievement points. The findings of the study show a significant difference in favor of the experimental group, versus the control group, in both the final test scores and achievement points. In experimental group, constructivist approach learning model was used. Keywords- Constructivist learning approach, pedagogical formation program, prospective teacher, Mastery learning, Academic Achievements