ERIC Number: ED180450
Record Type: RIE
Publication Date: 1979
Reference Count: 0
A Comparison of the Effects of Temporal Positioning of Reviews on the Retention of Meaningful Material.
Zeiss, Paul A.
The purpose of this study was to compare the effects of temporal positioning of teacher-conducted reviews on the retention of meaningful material presented in the classroom at the community college level. The specific objective was to determine the most effective time to give teacher-summary reviews on in-class presented material as an aid to student retention. An experimental comparison was administered at Central Texas College to assess the effects of three review treatments as identified according to their temporal position. The treatments included teacher-summary reviews given immediately following a class session, teacher-summary reviews given before the next class session, and combined teacher-summary reviews given both immediately preceding and immediately following the class sessions. A control group received no reviews. Subjects were 63 freshman students enrolled in one of two night sections of basic English grammar. Each of four randomly selected groups received their respective treatments from the same instructor over 11 class sessions. Results indicated that receiving some form of teacher-summary review, immediate, delayed, or a combination of the two, is significantly better for student retention and performance than receiving no reviews. In rank order, the immediate review group and the combined immediate and delayed review group performed higher than the the delayed review group. There was no significant difference between the immediate and the combined review groups. (Author/RAO)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Research Project, Nova University