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1	Evaluating the Spacing Effect Theory on the Instructional Effectiveness of Semester-Length versus Quarter-Length Introductory Computer Literacy Courses in Institutions of Higher Learning Ntinglet, Emelda S. 01 June 2013 (has links) This mixed research study evaluated the spacing effect theory on the academic performances of students enrolled in introductory level Computer Literacy courses by comparing course grades and mock IC3 certification exam scores in semester-length and quarter-length courses at Prince Georges Community College. The study was ingrained on the spacing effect theory which posits that mammals will tend to recall material learned over time (spaced presentation) than material concepts learned over shorter periods (massed presentation). A t test analysis revealed that students in the quarter-length formats had significantly higher grades than those in the semester format but the analysis presented no significant difference on their mock IC3 scores. A Pearson correlation conducted also revealed no significant relationship among students' course grades and their mock IC3 scores overall or by format (semester vs. intensive). Community College Spacing effect Retention Scheduling Education Instructional effectiveness Intensive format Quarter-length format Semester format. Art Education Community College Leadership Curriculum and Instruction Curriculum and Social Inquiry Education