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Abstract
The use of a self‐paced mastery system of instruction can help to overcome some of the problems resulting from variable educational backgrounds among first‐year geography undergraduates. The implementation of such a system at Carleton University is described, at the stages of specification, design and evaluation. The aim of ‘mastering’ subject material is achieved through a programme taken at the students’ own pace and self‐assessed. The preliminary results of an evaluation of the system suggest that more students progress to the second year because of it, though there is no significant improvement in the overall performance of second‐year students.