Abstract
AbstractThis investigation was undertaken to determine if the acquisition of higher order intellectual processes is tenable for secondary level teaching candidates when the independent variables are unit pacing and different remediation strategies for mastery learning.Significant F ratios resulted for both independent variables and their interaction. The results of this investigation indicate that the remediation strategy which specifies in detail how to correct deficiencies appears to be most appropriate for less intense pacing, while less specific remediations are appropriate for time-compressed programs.
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