Abstract
AbstractIn this study, the effects of instructional strategies designed to promote computation mastery were studied. These strategies included: traditional teacher-based mastery instruction with traditional teacher-based remedial tutoring, traditional mastery instruction with computerized remedial tutoring, computerized mastery instruction with computerized remedial tutoring; computerized mastery instruction with traditional remedial tutoring, and conventional nonmastery instruction. Analyses were conducted to examine the effects of mastery methods versus the conventional nonmastery methods and to study the effects of varied levels of traditional and computer-based mastery instruction. Mastery treatments were more effective than the nonmastery treatment for lesson achievement. Students performed best when the delivery system, traditional or computerized, was varied from initial instruction to remediation. No attitude differences were found between mastery and conventional instruction, but students receivi...
Published Version
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