Continuous Progress Concept of Instruction with University Students

Abstract

Performance and attitudes of Ss who had completed either a traditionally organized university course or an experimental course which held mastery as a requirement for progressing through the course were compared. There were three replications of the experiment, one each in courses in biology, philosophy, and psychology. In all three comparisons the performance of Ss in the E group was higher and their attitudes toward the instructional procedures were more favorable than the performance and attitudes of controls.