This study analyzed the function of two components of a personalized instruction course -mastery criteria for passing a test and assignment length. A high mastery criterion (100% correct) and short assignments produced better test performance than either a low mastery criterion (60% correct) or long assignments (four short assignments combined) on both study question items that students had in their possession and probe items that were not available to students in advance.
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George Semb (1974) studied this question.
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