Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers' limitation in serving all students' learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL)…

The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived…

For middle and high school teachers of mathematics and science, this book is filled with examples of instructional strategies that address students' readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets. Included are detailed examples of…

Describes an individualized chemistry course based on mastery learning. The course uses the CHEM Study inquiry approach and textbooks with students proceeding at different rates, according to their individual abilities and interests, through a prescribed set of learning activities involving readings, sound pages, films, experiments, problem sets,…

Southern Illinois University School of Medicine's personalized teaching system has the following features: students are provided with behavioral objectives prior to instruction; passing levels for tests are set in advance and are independent of class performance; and the program is divided into small units and students are tested frequently. (LBH)

In fall 1980, a self-paced, individualized, mastery learning approach was adopted at Hibbing Community College for four chemistry courses in order to increase student performance and success and to provide scheduling flexibility for adult students with outside commitments. While both the traditional approach used prior to fall 1980 and the new…

This paper describes the development and implementation of an individualized instruction-evaluation system used in a third-quarter chemistry course at Cuyahoga Community College (Ohio). The system included: (1) 20 performance objectives covering the three modules in the course; (2) an instructional sequence for each objective composed of a variety…

Examines the mastery learning model as proposed by Carroll and Bloom in the context of science instruction, addressing issues related to classroom application. Discusses expected results of implementing mastery learning and its impact on students and teachers, recognizing the additional burden on teacher time required by mastery learning…

Reports results of the meta-analysis of 130 research studies on effects of instructional systems used in science teaching. Studies coded gave rise to 341 effect sizes. Systems examined included audio-tutorial, computer-linked, individualized, and media-based instructional systems, personalized system of instruction, mastery learning, self-directed…

The National Science Foundation funded a project to: (1) identify major areas of science education research in which sufficient studies have been conducted to permit useful generalizations for educational practice; (2) conduct meta-analyses of each of these areas; and (3) prepare a compendium of these meta-analyses along with interpretative and…