Participation

This study was conducted to determine if the inclusion of a required objective attainment condition would increase student achievement when instruction was structured by a program that utilized student selected objectiires. The following null hypothesis was formulated: no significant differ8nce exists in the number of student selected objectives achieved between the mastery and non-mastery treatment groups. Each group consisted of 20 secondary school physics students. Criterion-referenced te8ts were administered to each student to determine if the selected objectives had been achieved. If a student in the mastery treatment group failed to reach the proficiency level of an objective, a related activity was substituted and assessed before going on to unit two. A student in the non-mastery treatment group was not permitted to undergo remediation and reassessment but proceeded to unit two. Analysi