ERIC Number: EJ1327374
Record Type: Journal
Publication Date: 2021-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2252-8822
EISSN: N/A
Available Date: N/A
Learning Retention in Mathematics over Consecutive Weeks: Impact of Motivated Forgetting
Valderama, Julius; Oligo, Jubert
International Journal of Evaluation and Research in Education, v10 n4 p1245-1254 Dec 2021
Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathematics learning retention, a randomized pre-test post-test x groups design, using matched subjects was used in the study. Seven matched groups of students were identified, and took the pre-test as the basis of the initial amount of learning, after which a group of students was assigned to take the post-test every week for seven weeks. The post-tests results were the basis of the amount of retained learning of the students. The study found out that: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting.
Descriptors: Retention (Psychology), Mathematics Education, Student Motivation, Short Term Memory, Long Term Memory, Foreign Countries, Instructional Effectiveness, Geometry
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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Identifiers - Location: Philippines
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