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ERIC Number: ED120010
Record Type: RIE
Publication Date: 1975-Apr
Pages: 35
Abstractor: N/A
Effects of Amount of Immediate and of Delayed Practice on Retention of Mathematical Rules.
Horwitz, Stephen
This study was conducted in order to compare the effects of immediate practice and delayed practice on retention of learned rules. Seventh-grade students (N=103) were instructed on three rules of operation with exponents by programmed text. These subjects were randomly assigned to five treatment groups: (1) no practice, (2) one practice trial on the first day, (3) five practice trials on the first day, (4) one practice trial on the fifth day, and (5) five practice trials on the fifth day. On the twenty-first day of the study, all subjects were given a retention test. Findings indicated that delayed practice was significantly more effective than immediate practice as a means of providing for retention. Five delayed trials were not more effective than one delayed trial, nor was immediate practice more effective than no practice. (SD)
Publication Type: Speeches/Meeting Papers
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); Occasional marginal legibility due to broken type; Best Copy Available