A modified mastery system was developed to provide a mechanism by which a student's willingness to expend needed effort could be assessed. It was possible to demonstrate that the effort variables accounted for differences in student achievement beyond the impact of differences in student aptitude. (Author/PN)

This document reviews the Phase Achievement System (PAS), a mastery-oriented instructional method, being utilized to teach biology at Iowa State University. The system is designed to reduce student failures from competitive, nonrepeatable examinations and presents course content material in a modularized form. A comparison with traditional lecture…

This study developed an approach to evaluating the appropriateness of student effort within a mastery instructional system and then investigated the interrelationship of achievement motivation, effort, and achievement in two college courses. Appropriate effort was strongly correlated with student achievement. (Author/RL)

An approach to evaluating the appropriateness of student effort within a mastery instructional system was developed, and the interrelationship of achievement motivation, effort and achievement was investigated. In support of a prominent theory of classroom learning, appropriate effort was strongly correlated with student achievement even when…

In this article a general model of mastery learning is developed and discussed using data gathered from operating applications of the mastery model in college classrooms. Suggestions for the implementation of the mastery model in the high school are also presented. (HM)

Two multiple-examination system, in which the best test score or the last test score counted toward the final grade were compared with a conventional testing and grading system for 271 undergraduates. The type of examination system generated no significant effect on a cumulative final, but multiple examinations appeared to result in poorer unit…

Three studies with college students in educational psychology courses examined the relationship between achievement, effort, and perceived ability within a mastery learning contest. In no study did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. (Author/BS)