The Reliability of the Binet Scale and of Pedagogical Scales

Abstract

This study determined the effects of a modified mastery learning system on achievement in an individualized high school physical science course (ISIS). The manipulated variable was mastery level (Low, Medium, or High). Also included were student aptitude variables of academic ability, study orientation, and locus of control. Three separate analyses were conducted using total score and two subscales, core items and advanced-excursion items, as dependent variables. In each analysis, the ANCOVA model explained a significant amount of variance. The results indicated that medium mastery standards were most strongly associated with higher achievement for each dependent variable. Comparing high and low standards, high was better for easy content while low was better for hard content. It is hypothesized that students attempted to meet the mastery standards given the task difficulty, quality of instruction, and time available. Standards set too high, given these constraints, resulted in discouragement and diminished performance.