NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ782324
Record Type: Journal
Publication Date: 2003
Pages: 33
Abstractor: Author
Reference Count: 107
ISSN: ISSN-0002-8312
Effect of Paced and Unpaced Practice on Skill Application and Retention: How Much Is Enough?
Peladeau, Normand; Forget, Jacques; Gagne, Francoys
American Educational Research Journal, v40 n3 p769-801 2003
This study examined the relative benefits of mastery learning, overlearning, and fluency-building instructions for academic performance and long-term retention. College students enrolled in introductory quantitative methods classes (n = 168) were asked to practice every week with a computerized flash-card program until they attained various mastery criteria. The results confirmed that practicing until mastery improved individual exam scores, group success rates, and long-term retention. Moreover, overlearning provided additional benefits, especially in long-term retention. However, fluency-building instructions did not further increase academic achievement or long-term retention. Despite the alleged detrimental effects of drill and practice on motivation, a positive relationship was found between amount of practice and attitudes toward the course, the subject matter, and practice activities. (Contains 4 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada