Performance of college students in a statistics course using mastery learning

摘要

This contribution provides empirical evidence with information of 113 students of Engineering in Tecnologico de Monterrey, that supports the positive conditional relationship among Mastery Learning Activities and the final test’s score in a Statistics course. As well, it shows that good performance in the final test is related with continuous rehearse of medium and hard complexity Mastery Learning Activities, in contrast to poor performance students who focus in easy complexity activities and minimize the number of rehearsing attempts.