ERIC Number: EJ782324
Record Type: Journal
Publication Date: 2003
Pages: 33
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Effect of Paced and Unpaced Practice on Skill Application and Retention: How Much Is Enough?
Peladeau, Normand; Forget, Jacques; Gagne, Francoys
American Educational Research Journal, v40 n3 p769-801 2003
This study examined the relative benefits of mastery learning, overlearning, and fluency-building instructions for academic performance and long-term retention. College students enrolled in introductory quantitative methods classes (n = 168) were asked to practice every week with a computerized flash-card program until they attained various mastery criteria. The results confirmed that practicing until mastery improved individual exam scores, group success rates, and long-term retention. Moreover, overlearning provided additional benefits, especially in long-term retention. However, fluency-building instructions did not further increase academic achievement or long-term retention. Despite the alleged detrimental effects of drill and practice on motivation, a positive relationship was found between amount of practice and attitudes toward the course, the subject matter, and practice activities. (Contains 4 tables and 1 note.)
Descriptors: Academic Achievement, Mastery Learning, Student Attitudes, Retention (Psychology), Introductory Courses, Tests, Scores, Drills (Practice), Learning Motivation, College Students, Computer Assisted Instruction, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A