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Peer reviewedDillashaw, F. Gerald; Okey, James R. – Journal of Research in Science Teaching, 1983
Results of modifying mastery learning strategy to two diagnostic cycles with high school chemistry students (N=156) indicated that achievement of mastery learning students was significantly greater than that on nonmastery learning students. Attitudes toward science/science instruction were not significantly different but were positive in both…
Descriptors: Academic Achievement, Chemistry, High Schools, Mastery Learning
