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ERIC Number: EJ1432456
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1012-2346
EISSN: EISSN-2223-7895
Available Date: N/A
Retrieval Practice and Test-Potentiated Learning: A Comparison of High and Low Prior Topic Knowledge Students in Terms of Procedural Fluency and Conceptual Understanding
Pythagoras, v45 n1 Article 755 2024
A cohort of pre-service mathematics students was exposed to a teaching strategy based on retrieval practice and test-potentiated learning. The aim of the study was to determine how high and low prior topic knowledge study participants compare in terms of their procedural fluency and conceptual understanding after exposure to the teaching strategy. A pre-test and post-test repeated measures design was employed in the study to compare within groups. A revised taxonomy table based on Bloom's taxonomy was utilised to categorise test items. Findings indicate significant differences between pre-test and post-test scores within groups. Results from the independent samples t-test show a significant difference between the two groups. Outcomes confirm that the benefits of retrieval practice are greatest for unfamiliar content. Findings indicate that for low prior topic knowledge students, procedural fluency is enhanced and retained more than conceptual understanding whereas for the high prior topic knowledge students it was the reverse. The strategy was not as effective for improving conceptual understanding.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A
Author Affiliations: N/A