guarantee to enhance acquiring knowledge in mathematics is a priority (Shelly, 2002). Ultimately, respect and compassion must be considered when devising suitable pedagogy for slow learners who frequently demonstrate antagonism towards traditional classroom mathematics instruction (Hand, 2010). The employment of CAI offers unlimited amount of data that can provide significant information in assessing students’ knowledge of the subject at hand. The time required to complete the assessment CAI is considerably curtailed. Any issues pertaining to the availability and accessibility of data and information of each student are simply reduced and easily identified by the teacher. Subsequently, after mastering each concept, each learner can move on to the succeeding section of the content. The mastery learning of a specific unit can be obtained effortlessly with the use of computers. Mastery Learning and Active Learning Systematically arranging the concepts and skills that the instructor aspires to teach the students, normally requiring five to ten days teaching time, the strategy of mastery learning is to provide a concise developmental evaluation. The concept of mastery learning is concentrated on the objectives of the previously learned ideas and skills. The goal of the evaluation is to offer constructive information to the students regarding their learning. This leads to supporting learners in ascertaining what has been learned thus far and what other knowledge can be discovered and acquired excellently from the unit instead of indicating unit completion (Bloom, Hasting, & Madaus, 1971). The developmental evaluation includes detailed and precise remedial materials that are customized allowing learners to work only on concepts or skills that are needed to be mastered. Averting inconsequential learning difficulties from becoming
guarantee to enhance acquiring knowledge in mathematics is a priority (Shelly, 2002). Ultimately, respect and compassion must be considered when devising suitable pedagogy for slow learners who frequently demonstrate antagonism towards traditional classroom mathematics instruction (Hand, 2010). The employment of CAI offers unlimited amount of data that can provide significant information in assessing students’ knowledge of the subject at hand. The time required to complete the assessment CAI is considerably curtailed. Any issues pertaining to the availability and accessibility of data and information of each student are simply reduced and easily identified by the teacher. Subsequently, after mastering each concept, each learner can move on to the succeeding section of the content. The mastery learning of a specific unit can be obtained effortlessly with the use of computers. Mastery Learning and Active Learning Systematically arranging the concepts and skills that the instructor aspires to teach the students, normally requiring five to ten days teaching time, the strategy of mastery learning is to provide a concise developmental evaluation. The concept of mastery learning is concentrated on the objectives of the previously learned ideas and skills. The goal of the evaluation is to offer constructive information to the students regarding their learning. This leads to supporting learners in ascertaining what has been learned thus far and what other knowledge can be discovered and acquired excellently from the unit instead of indicating unit completion (Bloom, Hasting, & Madaus, 1971). The developmental evaluation includes detailed and precise remedial materials that are customized allowing learners to work only on concepts or skills that are needed to be mastered. Averting inconsequential learning difficulties from becoming