The study examined the extent to which type-of-practice strategies (massed or distributed) had an effect on learning a verbal information (reading) or intellectual skill (math) task for second- and fourth-grade students. One hundred and ninety students from eight second- and fourth-grade classrooms participated in the study. Classrooms were randomly assigned to the two practice conditions and all students participated in a 9- week integrated learning system (ILS) intervention. The present study found that intellectual skill tasks are learned slightly more effectively in a massed than distributed practice mode, though the difference was not statistically significant. Students also learned verbal information tasks more effectively in the massed practice mode, though the difference was not statistically significant. The differences between the two practice conditions were not as great on verbal information tasks, however, and no statistically significant differences were found. Additional analyses, using the number of lesson units completed, showed that having completed a greater number of math lessons had a positive effect on the math test scores. These analyses suggest that a stronger treatment or better adherence to the treatment could have caused a statistically significant effect for massed practice in intellectual skill domains. Replication is needed to provide a more solid foundation for this assertion. It was concluded from this study, due to the moderate effect size differences and the identical cost factor for incorporating the two types of practice, that the use of massed practice would be more prudent for intellectual skill tasks. Massed practice is also more effective in the higher order verbal information area. Strong research inference suggests the continuance of distributed practice for "lower level" tasks, particularly in the verbal information areas. Further research is needed to discover factors that limit or negate the spacing effect.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

The purpose of this study was to investigate the effect of instruction and use of a study method on scores achieved students in fourth grade compared with scores achieved by students in fourth grade who had not practiced that study method.A total of eighty-three students participated in the study. The subjects were members of four intact fourth grade classes in two separate buildings in a school system in northern Indiana. One intact class in each building was considered to be the comparison group and the other served as the experimental group. There were forty students in the comparison group and forty-three students in the experimental group. Membership in an intact class assigned to a specific teacher was the basis for assignment to the comparison group or to the experimental group. Classes were assigned to the comparison group or to the experimental group on a random basis.A rank was assigned to each student by the classroom teacher on the basis of individual academic performance and capability. Students were ranked in the upper third, middle third or lower third of the class. Four instruments were devised and administered in a counterbalanced pattern. Each student in the study responded to all four instruments through repeated measurements. The instruments were administered at the beginning of the study and at intervals of fourteen school days thereafter. Experimental teachers were provided instruction in the SQ3R Study Method in an inservice presentation prior to the beginning of the study. Following administration of the first measurement, the SQ3R Study Method was initiated with the experimental group. The comparison group did not receive instruction in that method. After fourteen school days, the second measurement was taken and treatment was suspended for fourteen school days. At the end of that period the third measurement was taken and the SQ3R Study Method treatment was resumed with the experimental group. The final measurement was administered on the fortysecond school day.A repeated measures analysis of variance was the statistical treatment applied showing the independent variable sex not to be a factor significantly contributing to differences among scores. A multivariate analysis of variance was applied to independent variables: membership in the experimental or comparison group; student rankings in the upper, middle or lower third of the classroom; and attendance at one of the schools participating in the study.The findings of this study suggest that fourth grade students can profit from instruction in the SQ3R Study Method. The experimental group demonstrated evidence of regular increase in mean scores achieved to a statistically significant degree, but the comparison group did not.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

No description available.

No description available.

Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 59-62.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Rachel A. Karchmer-Klein, School of Education. Includes bibliographical references.

Dissertation (Ph.D.)--University of Toledo, 2009. / Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Curriculum and Instruction." Bibliography: leaves 174-184.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 50-53).