Abstract
T his study grew out of a successful mastery-learning curriculum study, details of which appear in previous reports (Shepler, 1970a, 1970b). The purpose of that study was twofold: (1) To test the feasibility of teaching topics in probability and statistics to a class of sixth-grade students, and (2) to construct a set of instructional materials and procedures in probability and statistics for sixth-grade students. In that study, 25 selected sixth-grade students from Waunakee Elementary School, Waunakee, Wisconsin, were taught a unit on probability and statistics concepts. A test designed to measure 14 of the behavioral objectives was used both as a pretest and a posttest to see what changes occurred as a result of instruction. Overall, the group's mean performance changed from 27.28 (37.9%) on the pretest to 66.80 (92.8%) out of 72 items on the posttest; 11 of the 14 specified objectives were mastered; and 21 of the 25 students (84%) were considered master learners (answered correctly 90% or more of the items), while all had answered correctly at least 80% of the items.
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