Does Retention Interval Matters in Mathematics Performance?
AbstractThis study describes and investigates if an association exist between the retention intervals of the three-grouped student respondents in high school and their performance in the basic algebra. The respondent’s performances were categorized into different proficiency levels namely the far below basic, below basic, basic, above basic and proficient. Results revealed that a highly significant association was found between the retention intervals and the level of performance of the respondents. The level of performance of the respondents significantly increased with varying retention interval. An improved shift in the level of performances were observed from test to retest. The recall of information in the basic algebra was strengthened as retention interval increases particularly to high performing students. Respondents’ exposure to related advance academic mathematics learnings, practice as well as maturity may have contributed to the mathematical performance across retention intervals of the respondents.
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