A sample of high school graduate, first year technical school students was measured for retention improvement of underlined textual material under the treatment condition of no review versus review. The sample of 61 students was divided into two groups, more able and less able, subsequent to the first treatment condition of no review to provide a within group measure in the final analysis. The reading material consisted of 14 brief typewritten passages of which the core content was underlined. The criterion measure consisted of 7 multiple choice questions derived from the core content. The experiment consisted of presenting the same experimental materials to the same students on two occasions separated by a five day interval. Students were allowed to review the material, prior to testing, only in the second presentation. Under the experimental conditions both groups of students were able to improve retention of the core content. Results indicate that significant gains were made from no review to review conditions for both more and less able subjects when practice effect was not controlled for.
| Identifer | oai:union.ndltd.org:WKU/oai:digitalcommons.wku.edu:theses-2836 |
| Date | 01 September 1977 |
| Creators | Van Dyke, Melvin |
| Publisher | TopSCHOLAR® |
| Source Sets | Western Kentucky University Theses |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses & Specialist Projects |
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