The purpose of this study is to investigate the effects of "mastery learning combined with the diagnosis of microcomputerized S-P chart analysis (ML-SP)" on students´ learning. In the first study, a sample of 93junior high school students and 141 secondary and primary teachers were chosen for this study. After the students received the feedback of S-P chart on their midterm examinations and the teachers participated in the work shop of the teaching model of ML-SP, the students´ attitudes toward the function of S-P chart and the teachers´ attitudes toward ML-SP were surveyed. In the second study, a sample of 64 university students, 33 as experimental group and 31 as control group, was used to investigate the effects of the teaching model of ML-SP compared with the traditional teaching model. An S-P chart package used in 16 bit PC was designed in advance for this study. The findings are as follows:
1. A large number of students and teachers liked the feedback of S-P chart analysis on their tests.
2. Most of the teachers agreed that S-P chart has the function of improving test item analysis.
3. It was better not to list each student´s name on the S-P chart when the S-P chart was provided as feedback to students, but it should be listed forteachers.
4. The teaching model of ML-SP was helpful for cognitive, but not affective learning for university students.
Based on the above findings, two suggestions are presented: 1. Microcomputerized S-P chart analysis deserves to be widely used in learning diagnosis. 2. The effectiveness of the teaching model of ML-SP still need further research.
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An Experimental Study of the Effects of Mastery Learning Combined with the Diagnosis of Microcomputerized S-P Chart Analysis on Students´ Learning
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