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The effect of method of instruction on long‐term retention of mathematics concepts

journal contribution
posted on 2023-05-20, 11:21 authored by Jane WatsonJane Watson
This paper presents the final report of an extended study which assessed the viability of individualised tertiary mathematics instruction in Australia. Data collected over five years between 1978 and 1984 gave information on three treatments: a personalised system of instruction based closely on the Keller Plan with no final examination, a conventional lecture course with final examination and a modified personalised system including lectures. Long-term retention of concepts was used as the major criterion for judging success of the methods. Results favouring students taught in the conventional manner have led to a questioning of the original precepts of the personalised system as developed by Keller.

History

Publication title

Higher Education Research and Development

Volume

5

Pagination

135-146

ISSN

0729-4360

Department/School

Faculty of Education

Publisher

Routledge

Place of publication

United Kingdom

Rights statement

Copyright 1986 Taylor & Francis

Repository Status

  • Restricted

Socio-economic Objectives

Learner and learning not elsewhere classified

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