This study's main purpose was to determine the effects a mastery teaching strategy would have on pupil achievement. A total of 21 teachers participated; results are reported for the subgroup of third and fourth grade teachers (n=5). Achievement of pupils favored the mastery group for each of the teachers. (DT)

Suggests that teachers can increase student achievement by administering short diagnostic tests that correspond to learning objectives. (LS)

Investigated was the influence of instruction in process skills on preservice teacher achievement, attitude toward process skills, and their use of process objectives and activities in lesson plans. Results indicated preservice teachers receiving process skill instruction improved in all areas relating to process education. (SL)

Examines the individual and cumulative effects on achievement of providing students with objectives, sample test items, and a mastery strategy that included diagnostic testing and remedial instruction. Also investigates the effects of mastery learning on achievement of students with different aptitudes for learning. (Author/GA)

Investigates the effectiveness of different elements of diagnosis and prescription incorporated into help sessions for college science students. Results show that following laboratory classes with help sessions that are based on the results of diagnostic tests can alter achievement significantly, whether help sessions are directed by teacher or…