Learning Retention in Mathematics over Consecutive Weeks: Impact of Motivated Forgetting

Autor/inn/en	Valderama, Julius; Oligo, Jubert
Titel	Learning Retention in Mathematics over Consecutive Weeks: Impact of Motivated Forgetting
Quelle	In: International Journal of Evaluation and Research in Education, 10 (2021) 4, S.1245-1254 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Retention (Psychology); Mathematics Education; Student Motivation; Short Term Memory; Long Term Memory; Foreign Countries; Instructional Effectiveness; Geometry; Philippines + Suchen Sie Ihr Suchwort? Merkfähigkeit; Mathematische Bildung; Schulische Motivation; Kurzzeitgedächtnis; Langzeitgedächtnis; Ausland; Unterrichtserfolg; Geometrie; Philippinen
Abstract	Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathematics learning retention, a randomized pre-test post-test x groups design, using matched subjects was used in the study. Seven matched groups of students were identified, and took the pre-test as the basis of the initial amount of learning, after which a group of students was assigned to take the post-test every week for seven weeks. The post-tests results were the basis of the amount of retained learning of the students. The study found out that: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01