Long-term Retention Of Material Research Articles

Implementing Quizlet for Improving EFL Students’ Vocabulary Learning Within Flipped Classroom

This English language learning initiative, focused on acquiring new vocabulary, implemented a Flipped Classroom approach utilizing Quizlet as a Mobile-Assisted Language Learning (MALL) program for the experimental group. The research took place at SMA Muhammadiyah 1 Gresik, East Java, Indonesia, during the 2023/2024 academic year. The homogeneity of the 59 samples was verified through Levene's test, with a significance value of 0.060 based on average pre-test scores, indicating homogeneity as the significance level was >0.05. Subsequently, pre-test and post-test data were collected from 12th-grade students in the social sciences and humanities (IPS/Shosum) program. Descriptive statistics were applied to analyze both groups' pre-test and post-test data, along with the non-parametric Mann Whitney T-Test, resulting in an Asymp. Sig. (2-tailed) value of 0.071, indicating rejection of the alternative hypothesis as it exceeded 0.05. Nevertheless, it is imperative to address various aspects in future research and practice to explore further potential benefits or drawbacks of incorporating Quizlet in the flipped classroom, including aspects like student engagement, motivation, and long-term retention of material. Additionally, subsequent studies could delve into evaluating the effectiveness of combining Quizlet with other instructional methods or technologies within the flipped classroom framework.

Anatomy Performance and Strategic, Deep, and Surface Approaches Among Physician Assistant Students

Background Within anatomy education, relationships between learning approach and academic performance have been explored to understand programmatic curricula. Learning approaches have an impact on assessment outcomes, long-term retention of material, and overall academic success. Entwistle (2013) developed the Revised Approaches to Studying Inventory (RASI), a 52-item inventory assessing student approaches to studying in educational contexts, classifying studying preferences as strategic, deep, or surface. Objective The study aims to address whether there is a correlation between learning approach and final anatomy grade in a sample of physician assistant students. While other studies have examined the relationship between learning approach and other outcome measures, few have investigated allied health students in the United States with anatomy grade as the learning outcome. It was hypothesized that students with a dominant preference for the strategic approach would have higher anatomy grades than those who prefer deep or surface approaches. Methods First year students enrolled in a physician assistant program were invited to participate in the study two weeks following the completion of a four-credit gross anatomy course. Students were asked to complete the RASI in Qualtrics. Cronbach's alpha of the three scales were within good ranges of internal consistency: 0.81 (strategic approach), 0.82 (deep approach), and 0.83 (surface approach). Descriptive statistics characterized students’ dominant approach to learning anatomy. A one-way analysis of variance examined whether there was a difference in learning approach and anatomy grade, and whether mean anatomy grade differed by the student's dominant approach. Pearson's correlation coefficient evaluated the relationship between anatomy grade and learning approach. Analyses were performed using GraphPad Prism and significance level was set at p < 0.05. Results A total of 48 students were invited to participate and 36 completed the RASI (75% response rate). Two students exhibited an equal preference for two learning approaches and were omitted from the analysis. There were no statistical differences in mean anatomy grade and learning approach (F = 0.2756, p = 0.7609), or mean anatomy grade and learning approach by sex (F = 0.9138, p = 0.4660). Anatomy grade was not correlated with learning approach for the strategic approach (r = -0.05517, p = 0.7493), deep approach (r = 0.08033, p = 0.6414), or surface approach (r = -0.1462, p = 0.3947). Conclusion The hypothesis that dominant use of the strategic approach would positively correlate with anatomy grade was not supported. This may be due to a low variability in mean grades. A limitation of this study is the self-reported nature of the inventory, and student answers may not reflect how they truly studied. Additionally, a metacognition presentation was given following their first set of exams, which may have promoted more effective study strategies for the duration of the course. Future studies will compare the learning approaches of physician assistant and physical therapy students, and seek to identify at-risk students before culmination of the anatomy course.

Spaced Repetition: towards more effective learning in STEM

The use of spaced repetition within a physics higher education thermodynamics module has been analysed for: its pattern of use by students; its effect on memory and performance in the end of module exam; and performance in a delayed test after the summer vacation. A custom-built web app with the facility to generate a personalised repetition timetable was used to deliver practice questions on the material throughout the module. Just over a quarter of students, spanning the whole ability range of the class, made use of the app in some way, about half using it in a spaced manner and half using it for massed practice just before the exam. Students who engaged in a spaced manner had an adjusted mean exam score of 70%, compared to 64% for massed usage and 61% for non-usage. The spaced usage represents a positive effect size of 0.47 over non-usage, which is statistically significant (p = 0.000056). For the delayed test the mean adjusted scores for spacers and non-users were 45% and 34% respectively. Whilst less material had been retained over the summer, this revealed a statistically significant (p = 0.021) positive effect size of 0.54. This work provides evidence and mechanisms to involve students in repetitive practice during the learning phase of a course to advantage their long term retention of material.

INTERNATIONAL STUDENT PERCEPTION OF COLLABORATIVE GROUP EXAMS IN A FIRST-YEAR ENGINEERING CHEMISTRY COURSE

Two-stage collaborative exams have previously been shown to improve students’ understanding and long-term retention of material, while helping to develop collaborative skills. Very little work has been done, however, on the impact of this practice on international students, who may be faced with particular challenges or contexts.. Building on previous work, the perception of first-year international students in an engineering chemistry course offered as part of the Vantage College Applied Science program at UBC regarding the practice of two-stage exams was assessed before and after participating in one for the first time. Although the experience was overall very positive, and the anticipated difficulties of the midterm seemed to be overestimated, several key challenges must be addressed before deciding whether to continue with this practice as part of this program, namely communication barriers preventing the effective participation of all group members, and a structural competitiveness that may discourage collaboration, both of which are inherent to the Vantage APSC program, as well as frustration associated with mixed technical proficiencies of group members, which is a more typical concern associated with this type of assessment.

PROTOCOL: Collaborative Testing for Improving Student Learning Outcomes and Test‐Taking Performance in Higher Education: A Systematic Review

PROTOCOL: Collaborative Testing for Improving Student Learning Outcomes and Test‐Taking Performance in Higher Education: A Systematic Review

The Effect of JOLs and Free Recall on Reading Comprehension and Study Choices

One way to improve students' academic performance is to improve their reading comprehension. Previous investigations demonstrated that testing students on the material as well as having them use metacognitive strategies have independently improved reading comprehension. The tests used in the learning phase in previous investigations have typically been experimenter created. In the current study, free recall of recently read text was used as the test in the learning phase. A second important aspect of the current investigation is the inaccuracy of students' meta- comprehension judgments. Although use of metacognitive strategies does improve academic performance, students often make inaccurate judgments about what they know and are particularly inaccurate in their assessment of text comprehension. The aim of this study was to determine if free recall was an effective testing strategy for reading comprehension and long- term retention. Finally, this study explored the relationship between judgments of learning and re-study choices. Retrieval practice, more precisely free recall, did improve the accuracy of judgments of learning in comparison to rereading the material. However, free recall did not improve participants' academic performance or long-term retention of material.

A Comparative Analysis Of Computer-Assisted Instruction And Traditional Lecture Instruction For Administration And Management Topics In Physical Therapy Education

Technological advancements and competition in student recruitment have challenged educational institutions to expand upon traditional teaching methods in order to attract, engage and retain students. One strategy to meet this shift from educator-directed teaching to student-centered learning is greater computer utilization as an integral aspect of the learning environment. The purpose of the present study was to assess the effectiveness of utilizing Computer-Assisted Instruction (CAI) to teach administration and management content in Physical Therapy (PT) education. It was hypothesized that CAI is equally effective for assimilation of information when compared to traditional lecture instruction (TLI). The sample consisted of third-year entry-level PT students enrolled in an Administration and Management course. Thirty-three of forty students who met the inclusion criteria consented to participate. Both the Mercy College and Seton Hall University IRB boards approved the project and all students signed informed consents. Participants were randomly assigned to the control (TLI, n=16) or experimental (CAI, n=17) group. Each participant completed a pretest on the material to be covered and a demographic survey to assess grade point average (GPA), gender, age and computer literacy. Students then attended the course in the designated medium and took a post-test at the end of the semester. There were no significant differences between the two groups for GPA, age or gender. Both groups showed significant improvement from pretest to post-test (51.5±12.7 to 80.6±7.8; p&lt;0.001), and (52.0±9.5 to 85.1±6.1; p&lt;0.001), respectively. No significant difference was found between the groups for baseline knowledge (52.0±9.5 vs. 51.5±12.7; p=0.905), final exam scores (80.6±7.8 vs. 85.1±6.1; p=0.073) or final course grades (90.2±3.0 vs. 90.5±3.1; p=0.763). The hypotheses that CAI is equally effective for assimilation and retention of information presented in a professional management and administration PT class, when compared to TLI, was supported. Areas for further analysis include examining student satisfaction levels, work efficiency and long-term retention of material. With both teaching methods found to be equally effective, educators can utilize CAI to promote a student-centered experience for the high tech learners of today. Hiring faculty from remote locations to fill positions for which candidates are unavailable locally, and allowing instructors to teach multiple sections of the same course at different geographic campuses, is also possible with CAI. Additionally, if the instructor or student is absent or a lecture is not finished in the classroom, the material can be placed online. This new evidence supports the use of CAI in teaching administration and management material to PT students, providing institutions of higher learning with an alternative teaching strategy to meet the needs of today’s students.

Effect of Material Organization on Memory in an Incidental Learning Task Performed under Repeated Maintenance

The present paper investigates the effect of organizational variables on long term retention of material recycled under maintenance rehearsal. Subjects repeated a series of words as a distracting task, expecting to be tested on the recall of numbers (GLENBERG & ADAMS, 1978). An unexpected test on the recall of words showed the superiority of the recall of organized words, and a significant interaction of organization by time spent in repetition of the distractor material. The present experiment, because of the requirement of written, and not oral, repetition of the distractor material, is a more stringent test of the postulated consequences of type I rehearsal according to leve1 of processing theory. The usefulness of the clear-cut distinction between type I and type II processing is put into question.

Evolution of a Course in Veterinary Clinical Pathology: The Application of Case-Based Writing Assignments to Focus on Skill Development and Facilitation of Learning

To encourage application and critical thinking, case-based writing assignments and grading rubrics were developed for use in a second-year core clinical pathology course. Objectives were to describe how this teaching technique was adapted to a large-class setting and how student perceptions of the learning experience guided modifications of this teaching technique over two presentations of the course and plans for a third presentation. Our goal was to enhance learning by encouraging application of course material to clinical situations and thereby improve students' ability to organize and communicate information. Furthermore, we evaluated the influence of instructor feedback on the learning process. With assistance from the University of Minnesota Center for Writing, assignments and grading rubrics were developed. Students completed course evaluation surveys designed to elicit feedback on the impact of the assignments. Increased learner confidence was reflected in larger self-reported increases in understanding of the material and ability to apply information and in increased feelings of preparedness for class and examinations. A large majority of students advocated the use of such assignments in the course in future years, and modifications to make grading and evaluation of assignments more efficient are underway. Investment of faculty and student time in case-based writing assignments in the veterinary clinical pathology curriculum appears to increase student engagement with material and learner confidence. Future studies should address the impact of this type of assignment more specifically on clinical reasoning and communication skills and on long-term retention of material.

Does a High Tech (Computerized, Animated, Powerpoint) Presentation Increase Retention of Material Compared to a Low Tech (Black on Clear Overheads) Presentation?

Background: Computerized digital presentations have become standard in most medical schools without research proving their effectiveness.Purpose: The purpose was to determine if differences in (a) subjective evaluation; (b) short-term retention of material; and (c) long-term retention of material occurred with the use of static overheads versus computerized, animated PowerPoint for a presentation to medical students.Methods: All students rotating on a required clerkship attended a standard lecture presented by 1 faculty member. The content of the presentation remained the same, but the instructional media varied (overheads on even months, animated PowerPoint on odd months). Students completed a posttest and subjective evaluation immediately following the lecture and repeated the posttest 1 year later. Unpaired t tests were used to compare the 2 groups.Results: There were no significant differences between the groups on any parameter.Conclusions: In this study, students rated both types of presentation equally and displayed no differences in short- or long-term retention of material.

Computational Design Principles to Support the Monitoring of Collaborative Learning Processes

Discussions of collaborative learning and its benets have become common currency in many studies. Proponents argue that it promotes active learning, critical thinking, conceptual understanding, long-term retention of material, and high levels of student satisfaction. Despite this list of impressive potential outcomes and the attention it has received, many teachers are unclear as to what precisely is considered the impact of technology in the collaborative learning process. The authors present design principles intended to be useful to teachers in evaluating and monitoring the collaborative learning process. They outline design principles involving two aspects: the participation of the teacher during the collaborative learning process, and the inclusion of a strategy that generates conicts among members of the group. They also describe the

Using Knowledge Decrement to Compare Medical Students’ Long-term Retention of Self-study Reading and Lecture Materials

The purpose of the current study was to contrast the long-term retention of material acquired primarily through lectures and assigned self-study readings. Sixteen third-year female medical students took part in the study, and the material tested was from a six week Behavioural Sciences Module which incorporated social science, medical science and clinical information. A specially constructed examination paper was used to measure retention one year later. Knowledge decrement (the percentage of material lost) was one of the measures employed. The two study methods did not differ consistently in terms of knowledge decrement or class performance. The top students (in terms of module performance) remembered more than the weakest students, but not because they were less prone to knowledge decrement. Individuals differed substantially in terms of the relative percentages of lecture and reading material forgotten. Using knowledge decrement to identify which study approaches best suit an individual student is disc...