ISSN:
1573-188X
Keywords:
programmed achievement
;
mastery learning
Source:
Springer Online Journal Archives 1860-2000
Topics:
Nature of Science, Research, Systems of Higher Education, Museum Science
Notes:
Abstract College students operated under different contingencies in the same classroom. The Programmed Achievement (PA) condition required students to evidence criterion performance (100% mastery) on 12 Chapter quizzes. Failure to evidence mastery performance on any of the quizzes resulted in the loss of a letter grade off the final course grade. The control condition involved a more traditional college classroom structure where students took chapter quizzes with no requirement to evidence mastery. A third group of low achievement students, identified at midterm, operated under control conditions the first half of the semester and were subsequently shifted to the PA contingency the second half of the semester. The results revealed only a slight superiority for PA students over controls and both PA and Control students demonstrated significantly better performance when compared to that of low achievement students prior to midterm. However, following the PA shift these subjects evidenced performance equivalent to that of the other two groups. Procedural and theoretical implications of these data were discussed.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1007/BF00992115
