Abstract:The purposes of this study are to describe the profile of students' prior knowledge and to explain the role of accelerated learning technique and conventional technique in accommodating students' prior knowledge to achieve minimum mastery standard. This quasi experimental study uses two-factor measurement with a factorial version of nonequivalent pretest posttest control group design. The Variables in this study are: minimum mastery standard, instructional type, and prior knowledge. The total samples are 120 s… Show more
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