Regular revision stupid! - the retention of knowledge after the end of module delivery.

Jaworski, Piotr Marek

Abstract

The paper is devoted to measuring effectiveness of IT-assisted continuous assessment regime used for Economics 1 module delivered to four cohorts of first year undergraduate students of Edinburgh Napier University Business School in two academic years 2006/7 and 2007/8.
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. Using 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. Also relation between the preparation and the initial tests results is researched.
The results confirm the fact that revision within the first week after material presentation is vital in the process learning: in the time of module delivery it increases tests results and after it enhances the knowledge retention.

Citation

Jaworski, P. M. (2009). Regular revision stupid! - the retention of knowledge after the end of module delivery

• Conference Name: Space Autumn Meeting and Conference
• Start Date: Oct 6, 2010
• End Date: Oct 9, 2010
• Publication Date: 2010
• Deposit Date: Feb 8, 2012
• Peer Reviewed: Peer Reviewed
• Keywords: Undergraduate teaching; introductory economics; IT-assisted assessment; material revision; retention of knowledge
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/4966
• Publisher URL: http://www.academia.edu/763741/Regular_Revision_Stupid_The_Retention_of_Knowledge_after_the_end_of_Module_Delivery