| Sumario: | The article offers information about a study done to examine the individual and cumulative effects on achievement of providing students with objectives, sample test items, and a mastery strategy that included diagnostic testing and remedial instruction. It also investigated the effects of mastery learning on achievement of students with different aptitudes for learning. Findings confirmed that the effectiveness of the comprehensive mastery strategy was significantly greater than the use of the individual components of objectives, test items, or individualized. Furthermore, the study supports a hypothesis that students can achieve at high levels of instruction if it is organized properly.
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