by Hon Hau-sut. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 106-118. / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.v / ACKNOWLEDGMENTS --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- The Problem and its Background --- p.1 / Chapter 1.2 --- Purposes of the Study --- p.2 / Chapter CHAPTER TWO --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Research on Teaching Educationally Disadvantaged Students --- p.5 / Chapter 2.1.1 --- Definition and Characteristics of the Educationally Disadvantaged / Chapter 2.1.2 --- Consequences of Inaction to Educational Disadvantage / Chapter 2.1.3 --- Measures Commonly Used to Help the Educationally Disadvantaged / Chapter 2.1.4 --- General Principles of Effective Programs / Chapter 2.2 --- The Theory and Strategy of Mastery Learning --- p.12 / Chapter 2.2.1 --- The Carroll Model of School Learning / Chapter 2.2.2 --- The Theory of Mastery Learning / Chapter 2.2.3 --- The Instructional strategy of Mastery Learning / Chapter 2.2.4 --- The Bloom Model of School Learning / Chapter 2.3 --- Defining Features of Mastery Learning --- p.25 / Chapter 2.3.1 --- The Philosophy / Chapter 2.3.2 --- The Curriculum / Chapter 2.3.3 --- The Instruction / Chapter 2.3.4 --- The Assessments / Chapter 2.3.5 --- The Teaching / Chapter 2.4 --- Review of Research on Mastery Learning Programs --- p.36 / Chapter 2.4.1 --- General Achievement / Chapter 2.4.2 --- Specific Achievement / Chapter 2.4.3 --- Knowledge Retention / Chapter 2.4.4 --- Variability in Achievement / Chapter 2.4.5 --- Time-on-Task and Learning Rate / Chapter 2.4.6 --- Student Affects / Chapter 2.5 --- Effectiveness of Mastery Learning on the Education of Disadvantaged Students --- p.50 / Chapter 2.6 --- Mastery Learning Studies Conducted in Hong Kong --- p.53 / Chapter 2.7 --- Problems Requiring Further Research --- p.55 / Chapter 2.7.1 --- The Problems / Chapter 2.7.2 --- Summary / Chapter CHAPTER THREE --- METHOD OF STUDY / Chapter 3.1 --- The Conceptual Framework --- p.62 / Chapter 3.2 --- Research Questions and Hypotheses --- p.64 / Chapter 3.3 --- Variables --- p.66 / Chapter 3.3.1 --- Independent Variables / Chapter 3.3.2 --- Dependent Variables / Chapter 3.4 --- Design of the Study --- p.72 / Chapter 3.4.1 --- Characteristics of Educationally Disadvantaged Students in Hong Kong and Selection of Subjects / Chapter 3.4.2 --- Assignment of Teachers / Chapter 3.4.3 --- Academic Content / Chapter 3.4.4 --- Experimental Procedure / Chapter 3.4.5 --- Experimental Design and Data Analysis / Chapter CHAPTER FOUR --- RESULTS AND INTERPRETATION / Chapter 4.1 --- Reliability of the Instruments --- p.85 / Chapter 4.2 --- Initial Comparability of the Experimental and Control Groups --- p.87 / Chapter 4.3 --- Cognitive and Affective Outcomes --- p.89 / Chapter 4.3.1 --- Cognitive Outcomes / Chapter 4.3.2 --- Affective Outcomes / Chapter CHAPTER FIVE --- CONCLUSIONS AND IMPLICATIONS / Chapter 5.1 --- Conclusions --- p.96 / Chapter 5.2 --- Discussion --- p.100 / Chapter 5.3 --- Limitations --- p.103 / Chapter 5.4 --- Implications --- p.104 / REFERENCES / APPENDIXES / Chapter 1 --- Mastery Orientation Sheet / Chapter 2 --- Science Mastery Chart / Chapter 3 --- Mastery Certificate / Chapter 4 --- Table of Specifications / Chapter 5 --- Formative Tests / Chapter 6 --- Summative Tests / Chapter 7 --- Long-Term Retention Test / Chapter 8 --- Corrective Exercises / Chapter 9 --- Attitudes Towards Science Inventory / Chapter 10 --- General Self-Concept Inventory / Chapter 11 --- Academic Self-Concept Inventory