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

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