Learning retention in mathematics over consecutive weeks: Impact of motivated forgetting
Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathemat...
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| Format: | EJournal Article |
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Institute of Advanced Engineering and Science,
2021-12-01.
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| Online Access: | Get fulltext |
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| LEADER | 02509 am a22002893u 4500 | ||
|---|---|---|---|
| 001 | IJERE_21577_13226 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Valderama, Julius |e author |
| 100 | 1 | 0 | |e contributor |
| 700 | 1 | 0 | |a Oligo, Jubert |e author |
| 245 | 0 | 0 | |a Learning retention in mathematics over consecutive weeks: Impact of motivated forgetting |
| 260 | |b Institute of Advanced Engineering and Science, |c 2021-12-01. | ||
| 500 | |a https://ijere.iaescore.com/index.php/IJERE/article/view/21577 | ||
| 520 | |a Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathematics learning retention, a randomized pre-test post-test x groups design, using matched subjects was used in the study. Seven matched groups of students were identified, and took the pre-test as the basis of the initial amount of learning, after which a group of students was assigned to take the post-test every week for seven weeks. The post-tests results were the basis of the amount of retained learning of the students. The study found out that: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting. | ||
| 540 | |a Copyright (c) 2021 Institute of Advanced Engineering and Science | ||
| 540 | |a http://creativecommons.org/licenses/by-nc/4.0 | ||
| 546 | |a eng | ||
| 690 | |a Amount of learning; Mathematics model; Motivated forgetting; Retention rate; Time-series design | ||
| 655 | 7 | |a info:eu-repo/semantics/article |2 local | |
| 655 | 7 | |a info:eu-repo/semantics/publishedVersion |2 local | |
| 655 | 7 | |2 local | |
| 786 | 0 | |n International Journal of Evaluation and Research in Education (IJERE); Vol 10, No 4: December 2021; 1245-1254 | |
| 786 | 0 | |n 2620-5440 | |
| 786 | 0 | |n 2252-8822 | |
| 786 | 0 | |n 10.11591/ijere.v10i4 | |
| 787 | 0 | |n https://ijere.iaescore.com/index.php/IJERE/article/view/21577/13226 | |
| 856 | 4 | 1 | |u https://ijere.iaescore.com/index.php/IJERE/article/view/21577/13226 |z Get fulltext |