Performance and attitudes of Ss who had completed either a traditionally organized university course or an experimental course which held mastery as a requirement for progressing through the course were compared. There were three replications of the experiment, one each in courses in biology, philosophy, and psychology. In all three comparisons the performance of Ss in the E group was higher and their attitudes toward the instructional procedures were more favorable than the performance and attitudes of controls.
References
1.
AusubelD. P.Learning theory applications to the problem of individualized instruction in science. Paper presented at the Research for Better Schools Inc., Science Forum, Philadelphia, Penn., December 8, 1967.
2.
GagneR. M.Learning research and its implications for independent learning. In GleasonG. T. (Ed.), The theory and nature of independent learning. Scranton, Penn.: International Textbook, 1967. Pp. 15–34.
3.
GagneR. M.Learning theory, educational media, and individualized instruction. Paper presented at the Faculty Seminar, Bucknell Univer., Lewisburg, Penn., November 16, 1967.
4.
GlaserR.Ten untenable assumptions of college instruction. Educational Record, 1968, 49, 154–159.
