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Peer reviewedJohnston, Karen L.; Aldridge, Bill G. – Journal of Research in Science Teaching, 1985
This exploratory study determined whether a mathematical model of mastery learning provided a good fit for achievement data obtained from student progress in an introductory, college-level astronomy course for nonmajors. Results provide positive but not compelling evidence that the model of mastery learning is correct. (JN)
Descriptors: Academic Achievement, Astronomy, College Science, Higher Education
