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ERIC Number: EJ1148195
Record Type: Journal
Publication Date: 2017-Jul
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0047-231X
Research and Teaching: A Comparison of Long-Term Knowledge Retention between Two Teaching Approaches
Lysne, Steven J.; Miller, Brant G.
Journal of College Science Teaching, v46 n6 p100-107 Jul 2017
Active instructional approaches have been demonstrated to result in greater student achievement, prompting institutions to transition to more active learning environments. However, little work has been conducted to specifically measure the retention of knowledge gained. The purpose of the research presented here was to test assumptions regarding the effectiveness of reform-based instructional approaches at facilitating knowledge retention in students. We conducted an experimental study of knowledge retention at a midsized community college using a modified Solomon four-group design with control (lecture) and treatment (active) groups and a pre/post assessment protocol. Knowledge retention after approximately 5 months did not differ across groups. Estimated knowledge retention for the control group was slightly higher than that for the treatment group. Similarly, knowledge gains were not different across groups but other metrics such as student retention, final exam scores, and programmatic measures of student success were slightly different. We conclude by discussing the implication of our findings to the broader postsecondary science education reform movement and suggest future research to refine our incipient understanding.
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho
Grant or Contract Numbers: N/A