ERIC Number: ED415093
Record Type: RIE
Publication Date: 1997
The Effects of Varying Retention Intervals within a Block Schedule on Knowledge Retention in Mathematics.
Shockey, Brenda P.
This study examined quantitatively the effects of varying retention intervals (RI) within a 4 X 4 block schedule on knowledge retention of Algebra 2 skills and concepts. Specifically, the study contrasted the mean scores of students having an RI of 0, 8, and 12 months on a pre-review, post-review, and end-of-course test in precalculus. The study also examined qualitatively the instructional strategies used by teachers to eliminate the effects of the retention interval for all students beginning a new course of mathematics study. This study was conducted in two suburban high schools with at least 4 years of experience using a 4 X 4 block schedule. The sample for the quantitative component included all students, honors and merit, enrolled in precalculus. The sample for the qualitative component included precalculus teachers in both high schools. Initially on the pre-review test (multiple choice component), the mean score of students with an RI of 0 months was significantly higher than that of those with an RI of 8 or 12 months. Following a four-week review period, there was a significant difference in mean scores between students with an RI of zero months and 12 months. On the pre-review and post-review (performance-based assessment) there was no significant difference among the groups of students by RI. Notably, by the end course in precalculus, a final test administered to all three groups showed no significant difference among the students by RI on either the multiple choice or the performance-based assessment. In examining RI effects by different ability levels, there was no significant difference in the mean scores for precalculus merit students on the measure used as was also noted for all students regardless of ability. The same was true for precalculus honors students. Instructional strategies employed by teachers in reviewing Algebra 2 skills and concepts were the same as those associated with a traditional high school schedule. Contains 90 references. (Author)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Doctoral Dissertation, University of Maryland, College Park.