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The effect of method of instruction on long‐term retention of mathematics concepts
Citation
Watson, JM, The effect of method of instruction on long‐term retention of mathematics concepts, Higher Education Research and Development, 5, (2) pp. 135-146. ISSN 0729-4360 (1986) [Refereed Article]
Copyright Statement
Copyright 1986 Taylor & Francis
DOI: doi:10.1080/0729436860050203
Abstract
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.
Item Details
Item Type: | Refereed Article |
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Keywords: | effect of method of instruction, long-term retention of mathematics |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Mathematics and numeracy curriculum and pedagogy |
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: | 137667 |
Year Published: | 1986 |
Deposited By: | Office of the Faculty of Education |
Deposited On: | 2020-02-26 |
Last Modified: | 2020-05-22 |
Downloads: | 0 |
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