Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery.

Jaworski, Piotr Marek

Abstract

The paper is devoted to measuring the effectiveness of an IT-assisted continuous assessment regimen used for the Economics 1 module delivered to four cohorts of first year undergraduate students of Napier University Business School in two academic years, 2006/07 and 2007/08. The study involves retesting a sample of 60 participants from all cohorts with the same tests and measuring the retention of knowledge delivered in the course of the module. With the use of multiple regression analysis, this retention level is confronted with the amount of preparation devoted to particular tests in the first week of material presentation and later. The relation between preparation and the results of initial tests is also researched. The results confirm the view that revision within the first week after material presentation is vital in the learning process: at the time of module delivery it increases tests results and later it enhances knowledge retention.

Citation

Jaworski, P. M. (2010). Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery. Journal advances in higher education : research, education and innovation in the European research area / SPACE, European Network for Business Studies and Languages, 3, 53-62

• Journal Article Type: Article
• Publication Date: 2010
• Deposit Date: Jun 22, 2012
• Print ISSN: 2212-5574
• Peer Reviewed: Peer Reviewed
• Volume: 3
• Pages: 53-62
• Keywords: undergraduate teaching; introductory economics; IT-assisted assessment; material revision; retention of knowledge
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/5493