本研究探討精熟學習法在國民小學自然與生活科技領域之教學成效，包括學業成就和學業態度。以三年級三個班級為實驗對象，一班為「精熟學習組」，一班為「一般教學 + 形成性測驗組」，一班為「控制組」。實驗結果如下：
1. 在自然科學業成就方面：（1）「精熟學習組」、「一般教學 + 形成性測驗組」、「探制組」三組學童在後測得分有顯著性差異。精熟學習組學習成效最佳。（2）實驗教學的前後測比較，「精熟學習組」、「一般教學 + 形成性測驗組」的自然與生活科技領域學業成就變異量有顯著縮小的趨勢。
2. 在自然科學習態度方面：（1）「精熟學習組」、「一般教學 + 形成性測驗組」學童自然科學習態度量表總分高於「控制組」。（2）自然科學習態度分量表得分，「學習興趣」向度上，「精熟學習組」、「一般教學 + 形成性測驗組」得分顯著高於「控制組」；「學習焦慮」向度上，「精熟學習組」得分顯著高於「控制組」；「自然科有用性」向度上，「精熟學習組」及「一般教學 + 形成性測驗組」得分顯著高於「控制組」。

The purpose of this study was to explore the effects of Bloom’s mastery learning upon the achievement and learning attitude in science and technology of elementary school children. The major findings of this study are as follows：
1. In the science achievement：（1）there are significant differences in the science achievement of post─test scores of the three groups. The science achievement of the E1 group is the best；（2）the comparison between pretest and post─test, the variation of science achievement of the E1 and E2 groups tended to decrease significantly.
2. About attitude towards science learning：（1）the total scores of children’s attitude towards science learning of the E1 and E2 groups are higher than the control group significantly；（2）the separate score of children’s attitude towards science learning, in the “learning interest” item, the scores of the E1 and E2 groups are higher than the control group significantly；in the “learning anxiety” item, the score of the E1 group is higher than the control group significantly；in the “usefulness of science” item, the sores of the E1 and E2 groups are higher than the control group significantly.