Cognitive Consequences of Mastery Learning via Computer-Generated Repeatable Tests

Abstract

This research assessed the impact of computer-generated tests upon the cognitive progress of students when such tests were used as the mechanism for selfpacing. One hundred twenty-seven freshmen enrolled in an introduction to chemistry and physics course participated in the year-long study. A randomized Solomon Four Group Design was employed as the organizational format. Analysis of the data, using MANOVA techniques, revealed significance in favor of the treatment but for neither the pretest or interaction. The results indicate that computer-managed instruction can be used to evaluate the cognitive progress of students individually and on demand without having a negative impact on that progress.