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Peer reviewedNation, Jack R.; Bourgeois, Anthony E. – Research in Higher Education, 1978
The Programmed Achievement Study System (PASS), based on positively reinforcing attempts at mastery, was introduced and empirically tested to determine its validity. It makes use of traditional learning principles by providing rewards (bonus points) contingent upon reaching specified mastery criteria. (Author/LBH)
Descriptors: Academic Achievement, Higher Education, Instructional Innovation, Mastery Learning
Peer reviewedKnight, John M.; Nation, Jack R. – Research in Higher Education, 1978
Three groups of college students operated under different contingencies in the same classroom. The Programmed Achievement (PA) condition required students to show 100 percent mastery on 12 chapter quizzes, at the risk of grade loss. Control students took quizzes with no requirement for mastery, and a group of low achievers tried both methods. The…
Descriptors: Academic Achievement, College Students, Competency Based Education, Computer Assisted Instruction
PDF pending restorationSchwen, Thomas M.; Bednar, Anne K. – 1979
This study attempted to establish the relationship of cognitive aptitudes and styles to measures of general and more subtle academic achievement. It was expected that the associations of aptitudes and styles to general measures of achievement would converge to form similar correlational patterns; associations of aptitudes to more subtle measures…
Descriptors: Academic Ability, Academic Achievement, Achievement Rating, Autoinstructional Aids
Chausow, Hymen M. – 1979
Faculty members are the most important resource for attaining high student achievement and retention rates. At the City Colleges of Chicago (CCC), interviews with instructors who achieved over 90% retention for the Spring 1979 semester revealed that their courses were well-structured, used materials related to students' needs, and did not rely…
Descriptors: Academic Achievement, Community Colleges, Curriculum Development, Feedback
Peer reviewedWillett, John B.; And Others – Journal of Research in Science Teaching, 1983
Reports results of the meta-analysis of 130 research studies on effects of instructional systems used in science teaching. Studies coded gave rise to 341 effect sizes. Systems examined included audio-tutorial, computer-linked, individualized, and media-based instructional systems, personalized system of instruction, mastery learning, self-directed…
Descriptors: Academic Achievement, Computer Assisted Instruction, Computer Managed Instruction, Elementary School Science
Download full textAnderson, Ronald D.; And Others – 1982
The National Science Foundation funded a project to: (1) identify major areas of science education research in which sufficient studies have been conducted to permit useful generalizations for educational practice; (2) conduct meta-analyses of each of these areas; and (3) prepare a compendium of these meta-analyses along with interpretative and…
Descriptors: Academic Achievement, Advance Organizers, Computer Assisted Instruction, Elementary School Science
Jones, Frank Geoffrey – 1974
The major purpose of this study was to compare self-instructional mastery and nonmastery treatments to determine if there are differences in learning, retention, and time-to-testing of high, middle, and low aptitude students. Twenty grade 7 classes from the Savannah-Chatham County School District served as the experimental population. Students…
Descriptors: Academic Achievement, Aptitude, Discrimination Learning, Educational Experience
