本研究以93名國中學生，141名中小學敎師爲對象，分別初步調查「S－P表分析」、「精熟學習策略配合S－P表分析診斷」之功能的意見。其次以64名大學生爲對象，進行「精熟學習策略配合S-P表分析診斷」敎學模式對學習效果之實驗。本研究事先設計一套中文系統的微電腦S-P表分析程式，以供實驗用。本研究得到如下發現：
一、微電腦化S－P表分析具有學習診斷功能，可做補救敎學的依據，廣受國中生與中小學敎師喜歡。
二、中小學敎師認爲微電腦化S－P表分析具有改進命題之功能。
三、S－P表給學生囘饋最好不列印學生姓名，給敎師囘饋則需列印。
四、精熟學習策略配合S－P表分析診斷之敎學模式有助於大學生的認知學習，但無助於情意學習。
根據上述結論，本研究提出建議：一、微電腦化S－P表分析值得推廣應用，二、S－P表分析之限制尚待改進，三、精熟學習策略配合微電腦化S－P表分析診斷之敎學模式在其他方面之適用性尚待進一步實證研究。
The purpose of this study is to investigate the effects of ”mastery learning combined with the diagnosis of microcomputerized S-P chart analysis (ML-SP)” on students' learning. In the first study, a sample of 93junior high school students and 141 secondary and primary teachers were chosen for this study. After the students received the feedback of S-P chart on their midterm examinations and the teachers participated in the work shop of the teaching model of ML-SP, the students' attitudes toward the function of S-P chart and the teachers' attitudes toward ML-SP were surveyed. In the second study, a sample of 64 university students, 33 as experimental group and 31 as control group, was used to investigate the effects of the teaching model of ML-SP compared with the traditional teaching model. An S-P chart package used in 16 bit PC was designed in advance for this study. The findings are as follows:
1. A large number of students and teachers liked the feedback of S-P chart analysis on their tests.
2. Most of the teachers agreed that S-P chart has the function of improving test item analysis.
3. It was better not to list each student's name on the S-P chart when the S-P chart was provided as feedback to students, but it should be listed forteachers.
4. The teaching model of ML-SP was helpful for cognitive, but not affective learning for university students.
Based on the above findings, two suggestions are presented: 1. Microcomputerized S-P chart analysis deserves to be widely used in learning diagnosis. 2. The effectiveness of the teaching model of ML-SP still need further research.
