ERIC Number: ED131037
Record Type: RIE
Publication Date: 1976
Reference Count: 0
A Comparison of Remediation Systems Affecting Achievement and Retention in Mastery Learning.
Swanson, David H.; Denton, Jon J.
Data from experiments with high school chemistry students revealed (1) that remediation positively influences cognitive achievement and retention, and (2) recycling, which introduces alternate materials and activities under teacher direction, provides more optimum learning conditions than repeating the learning activities and reviewing the reading materials previously encountered. The investigation involved a chemistry learning sequence with 53 eleventh- and twelth-grade students for which tests were administered to measure both progress during the sequence and achievement and retention after the sequence. One of three types of remedial work was prescribed for those achieving less than mastery. Group one received treatment modeled after the Learning-for-Mastery System (small group study, peer tutoring, self study, discussions with the teacher). Group two received Personalized System of Instruction remediation (repeating reading and problem assignments, review notes, and laboratory reports). Group three received no further instruction on the objectives but was given optional assignments to improve grade level. An unannounced, delayed-achievement posttest was given 13 weeks later to elicit the retention data upon which the report was based. (MB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A