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ERIC Number: ED113672
Record Type: RIE
Publication Date: 1975
Pages: 26
Abstractor: N/A
Reference Count: 0
The Effects of Amount of Study Time, Quality of Instruction, and Degree of Initial Learning Upon Retention of an Intellectual Skill (Summary).
Parker, Reese
The present study sought to discover the effects on delayed retention of two different degrees of quality of initial instruction for two different amounts of learning time; which combination of quality and time is most likely to be achieved in normal school situations; and the implications for those who design instructional materials. Two programed texts, one superior to the other in the quality of produced level of initial learning, were prepared and administered to 120 high school seniors randomly assigned to one of four equal-sized treatment groups, in combination with each of two differing amounts of learning time. An immediate posttest and a delayed retention test were administered. Parametric and nonparametric statistical tests yielded the following results: (1) an increased amount of study time promoted differing levels of achievement in delayed retention; (2) existing differences among groups could be attributed to effects of differing quality of instructional levels and/or amount of initial learning; and (3) no interaction effects were significant. Limitations of the study are delineated. (Author/SE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 30-April 3, 1975); Not available in hard copy due to marginal reproducibility of original document