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ERIC Number: ED108903
Record Type: RIE
Publication Date: 1973
Pages: 256
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Differential Effects of Three Types of Structured Reviews on the Learning and Retention of Mathematics.
Clayton, McLouis
The effectiveness of three types of structured reviews of mathematical concepts was compared in this study. The three types of reviews were testing only, testing with explanations, and unit review. The experimental population consisted of 55 members of two sixth-grade classes, 94 members of 4 eighth-grade classes, 36 members of two Algebra II classes, and 16 college freshmen. Subjects were assigned randomly within classes to treatment groups. Treatment was given on two consecutive days; on the third day an achievement test was given. Two weeks later (one week for college students) a retention test was given. Test scores were submitted to a repeated measures analysis of variance. This analysis showed that at all levels except high school the reviews enhanced learning. Testing with explanation was the most promising treatment, and testing-only the least promising. (SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-18,980, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, North Carolina State University at Raleigh