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The Keller plan, final examinations, and long-term retention


Watson, JM, The Keller plan, final examinations, and long-term retention, Journal for Research in Mathematics Education, 17, (1) pp. 60-68. ISSN 0021-8251 (1984) [Refereed Article]

Copyright Statement

Copyright 1984 National Council of Teachers of Mathematics

DOI: doi:10.2307/749319


The Keller Plan for a personalized system of instruction as applied college-level courses is usually characterized by (a) individual pacing, mastery orientation, (c) the presence of student tutors, (d) the use study guides, and (e) the inclusion of a few lectures for enrichment Kulik, & Carmichael, 1974). In mathematics courses the plan has positive reactions from students, lower dropout rates, and higher final ination scores (Anderson & Pritchett, 1977; Peluso & Baranchik, Rogers & Young, 1977; Struik & Flexer, 1977; Waits & Riner, 1975; 1977). The issue of the long-term retention of concepts in personalized mathematics courses, however, appears not to have

Item Details

Item Type:Refereed Article
Keywords:Keller plan, final examinations and long-term retention
Research Division:Education
Research Group:Specialist studies in education
Research Field:Education assessment and evaluation
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Watson, JM (Professor Jane Watson)
ID Code:137666
Year Published:1984
Web of Science® Times Cited:5
Deposited By:Office of the Faculty of Education
Deposited On:2020-02-26
Last Modified:2020-07-27

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