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The Effect of Massed Versus Spaced Practice on Retention and Problem-Solving in High School Physics

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/23655

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Title: The Effect of Massed Versus Spaced Practice on Retention and Problem-Solving in High School Physics
Creators: Grote, Michael G.
Issue Date: 1995-06
Citation: The Ohio Journal of Science. v95, n3 (June, 1995), 243-247
Abstract: An analysis of the effects of massed versus spaced practice in the study of two topics in physics was performed. Three classes of physics students participated. Students were taught one of the topics followed by massed practice and the other topic followed by spaced practice. Two tests were administered two weeks after the final spaced practice to determine if there was a difference in retention or ability to solve new types of problems. Likert scales were administered to determine if interest in the subject matter was affected by the type of practice. In addition, interview data were collected to ascertain other variables which may have been overlooked. Statistically significant results favoring spaced practice were obtained for both the recall of subject matter (0.37) and the application of information to solve new kinds of problems (0.60). Interest was not significantly affected by the treatments. Interview data generally showed a preference for spaced practice.
URI: http://hdl.handle.net/1811/23655
ISSN: 0030-0950
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