Literaturnachweis - Detailanzeige
| Autor/inn/en | Price, Jodi; Lumpkin, Amber G.; Seemann, Eric A.; Bell, Diana Calhoun |
|---|---|
| Titel | Evaluating the Impact of Supplemental Instruction on Short- and Long-Term Retention of Course Content |
| Quelle | In: Journal of College Reading and Learning, 42 (2012) 2, S.8-26 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1079-0195 |
| Schlagwörter | Self Efficacy; Tests; Course Content; Retention (Psychology); Supplementary Education; Long Term Memory; Short Term Memory; Exit Examinations; Program Effectiveness; Test Preparation; Introductory Courses; Attendance Patterns; Achievement Gains |
| Abstract | Findings from prior research in various content domains have indicated that Peer Assisted Study Sessions (PASS) attendees earned higher final grades than non-attendees. However, what makes PASS effective remains unknown; for example, PASS could improve short-term retention but hinder long-term maintenance of course content given that some methods that facilitate short-term retention of information hurt long-term retention. Of additional interest was what predicts students' attendance in PASS. We tracked 75 introductory psychology students' short- and long-term retention of course content via unit quizzes and a cumulative final exam, respectively, to determine if PASS attendance improved both types of retention. Results indicated that PASS attendees had significantly higher academic self-efficacy and final grades than non-attendees. Attendees outperformed non-attendees on three of the six quizzes and on the cumulative final exam, supporting both the short- and long-term effectiveness of PASS. (Contains 1 figure, 3 tables and 5 footnotes.) (As Provided). |
| Anmerkungen | Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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