Abstract
ABSTRACT Numerous studies have delved into the role of spaced learning in factual memory retention. However, there is a limited understanding of the spacing effect in acquiring problem-solving skills, particularly in advanced mathematics. In this study, 68 female collegiate scholars were randomly assigned to either spaced or massed learning groups. Both groups engaged in solving advanced mathematical problems, specifically those related to implicit function derivation, using worked examples. Results indicated comparable performance immediately after a 5-minute interval, but the spaced learning group demonstrated superior outcomes during a prolonged assessment after one week. Importantly, the spacing effect was observed irrespective of participants' prior mathematical performance. These findings underscore the effectiveness of spaced example-based learning in sustaining advanced mathematical knowledge among female collegiate scholars. The study concludes by discussing its limitations and proposing directions for future research.
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