NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED046037
Record Type: RIE
Publication Date: 1970-Dec
Pages: 21
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Mastery Learning and Retention. Report from the Project on Analyses of Mathematics Instruction.
Romberg, Thomas A.; And Others
This paper reports results of two retention studies. In each, tests were given some time after instruction to a class of students whose initial level of performance was quite high. Results of these studies are summarized in terms of evidence related to the following questions: (1) to what extent are performances immediately following learning correlated with performances measured later? and (2) how much retention was there? For the first study on retention of probability concepts, the correlation between achievement scores immediately after learning and those obtained four weeks later was .78. Retention ratios were calculated for individuals (.60 to 1.05) for total test (.96), for each objective (.43 to 1.09), and for each item (.43 to 1.10). For the second study on recall of mathematical proofs the correlation between achievement scores immediately after learning and those obtained two weeks later was .75. Retention ratios were calculated for individuals (.33 to 1.25), for the total test (.93), for prerequisites (.97), for proofs (.79), and for correct steps within the proofs (.96). Results indicate that high initial performance may contribute to high retention. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: N/A