Comparing the Effects of Incremental Rehearsal and Traditional Drill on Retention of Mathematics Facts and Predicting the Effects with Memory

Autor/inn/en	Burns, Matthew K.; Aguilar, Lisa N.; Young, Helen; Preast, June L.; Taylor, Crystal N.; Walsh, Allison D.
Titel	Comparing the Effects of Incremental Rehearsal and Traditional Drill on Retention of Mathematics Facts and Predicting the Effects with Memory
Quelle	In: School Psychology, 34 (2019) 5, S.521-530 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000312
Schlagwörter	Drills (Practice); Teaching Methods; Instructional Effectiveness; Mathematics Instruction; Retention (Psychology); Short Term Memory; Recall (Psychology); Multiplication; Grade 3; Grade 4; Elementary School Students; Low Achievement; Instructional Materials; Intervention; Missouri + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Merkfähigkeit; Kurzzeitgedächtnis; Abberufung; Multiplikation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Unterdurchschnittliche Leistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as measured by number of facts retained per instructional minute. Memory scores accounted for 34% of the variance beyond mathematics calculation scores in retention of multiplication facts for the TD condition, but only 2% of the variance for the IR condition. Thus, retention of multiplication facts seems largely influenced by a student's memory skills when using less effective instructional techniques such as TD, while approaches like IR are likely effective regardless of memory skills. Impact and Implications: The current study found that Incremental Rehearsal (IR) was more effective than traditional drill (TD) in helping students retain multiplication facts, and the 2 interventions were equally efficient. However, retention of multiplication facts seems was largely influenced by the student's memory skills when using the less effective TD approach, and IR was effective regardless of memory skills. It may be more effective for practitioners to use an intervention that works despite memory difficulties than to base interventions on measures of memory for individual students. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01