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Peer reviewedDunkelberger, Gary E.; Heikkinen, Henry – School Science and Mathematics, 1984
Investigated was the influence on learner outcomes of the repeatable testing provision of Bloom's mastery learning model for ninth graders in an Introduction to Chemistry and Physics course. Neither student achievement nor attitude toward learning science was favorably influenced by repeatable testing. (MNS)
Descriptors: Academic Achievement, Educational Research, Grade 9, Mastery Learning
