Date of Award
7-1935
Document Type
Thesis
Degree Name
Master of Science (MS)
First Advisor
Dr. Paul Murphy
Keywords
Science -- Study and teaching (Secondary)
Abstract
In order to determine the relative effectiveness of various review distributions on both immediate and delayed recall ability, students in five classes of general science in the Eldorado Junior High School were divided into three groups equated on the basis of intelligence and informal scientific knowledge as subjects for experimental purposes.
Review procedure was set up which permitted group I to review, beginning approximately five calendar days after learning o the first, second, third, seventh, and ninth days. Group III, in which reviews began the same distance from learning as groups I and II, reviewed the first, third, seventh, eighth, and ninth days. Thus with group I the bulk of the reviews was concentrated near the time of learninf; with group II the reviews were distributed evenly between the time of learning and the time of recall; with gorup III the reviews were concentrated near the time of recall. The experiment was carried on over a thirty-two weeks period.
The results of the experiment were determined by statistically comparing the learning achievement of each group during the experimental period as measured by the gain in scientific knowledge which was indicated by the Ruch-Popenoe General Science Test, Form B, when the individual scores on this test were compared with scores on Form A of the same test. Teacher constructed tests covering each unit were also used as a comparative basis to determine results on both delayed and immediate recall.
The findings in this experiment indicated that reviews concentrated near the time of recall result in greater learning achievment as shown by both delayed and immediate recall abillity than when distributed evenly between the time of learning and time of recall or when concentrated near the time of learning. Reviews spaced evenly between the time of learning anf the time of recall result in slightly greater learning achievements that when concentrated near the time of learning. The effects of reviews tend to shrink with time.
Recommended Citation
Shaffer, George E., "The Relative effectiveness of various distributions of reviews in the teaching of general science" (1935). Electronic Theses & Dissertations. 800.
https://digitalcommons.pittstate.edu/etd/800
