Investigating the Efficacy of Mastery-Based Tests in Fostering Effective Self-Regulated Learning Behaviors in CS1 Courses

Given the cumulative nature of computer science, success in introductory computing (CS1) courses requires students to not only learn the material but also develop effective self-regulated learning (SRL) habits. While theories of SRL emphasize planning, performance, and self-reflection as essential phases of effective learning, there is limited evidence on how to help learners put these phases into practice. In this context, Mastery-Based Tests (MBT), which allow students to retake assessments after receiving feedback, have shown promise for improving learning outcomes. However, prior work in computer science is largely observational and does not directly test MBT's impact on SRL behaviors. This paper presents a pilot study (N = 6) exploring this relationship in CS1. Using a between-subjects design, we observed that learners who first completed an MBT achieved higher post-test scores, demonstrated higher metacognitive accuracy, and self-reported more productive SRL behaviors. These patterns suggest that MBTs warrant further investigation as a viable scaffold for fostering self-regulation in CS1.