Distributed practice in mathematics: Recommendable especially for students on a medium performance level?

Nazari, Katharina Barzagar; Ebersbach, Mirjam

doi:10.1016/j.tine.2019.100122

Cited by 9 publications

(7 citation statements)

References 41 publications

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“…This finding is in line with some earlier studies which found that the distributed practice learning model is suitable to be implemented in teaching complex movement (Nazari & Ebersbach, 2019), (Dail & Christina, 2004). The distributed practice provides more breaks to students (Studer et al, 2010), and students and the lecturer can allocate it for discussing and evaluating students' performances and compared them with the perfect model in the video.…”

Section: Discussionsupporting

confidence: 92%

Distributed Practice Learning Model Using Audiovisual Media for Teaching Basic Skills of Badminton

Kamaruddin¹,

Nur²,

Sufitriyono³

2020

j. of. sci. technol.

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This study investigated the effectiveness of implementation of distributed practice learning model by audio visual media to improve the results of learning basic techniques of badminton through. This research was a experimental methods one group Pretest-posttest design. The research object is students a 4th semester in grade 2018, amounting to 40 people obtained through purposive sampling techniques. Samples were given treatment for 8 times the meeting, in a week 3 times meeting. Data collection techniques of badminton skills test in the form of Wall Volley test, short service, long service and clear test. Data analysis techniques using T-test. The results of this study were a significant effects on the implementation of the distributed practice learning model using audio visual media to improve the basic technical skills of badminton students. The audio-visual media in the application of distributed practice learning models is very effective in improving the learning outcomes of badminton basic engineering skills. Besides being able to facilitate students in understanding the movements learned, also facilitate teachers in delivering learning materials taught at the time, because students can evaluate the movement directly to be perfect through video observation.

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Section: Discussionsupporting

confidence: 92%

Distributed Practice Learning Model Using Audiovisual Media for Teaching Basic Skills of Badminton

Kamaruddin¹,

Nur²,

Sufitriyono³

2020

j. of. sci. technol.

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“…Gonzalez et al [26] have argued that the COVID-19 pandemic has changed students' learning strategies from an intermittent approach to study materials and class activities to a continuous one. Evidence that practice distributed across learning sessions is superior to practice concentrated in one exists [27][28][29][30]. It follows that differences in performance indices between online and face-to-face instruction may also lie beneath, specifically, in the contribution of course activities to end-of-course performance.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021

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The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

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“…Cepeda et al, 2006;N. J. Cepeda et al, 2008;Gerbier & Toppino, 2015;Nazari & Ebersbach, 2019;Toppino & Gerbier, 2014). Moreover, our results rather speak in favor of a large effect teacher incentives may have, as single problem set assignments were associated with overall increased performance and increased completion rates compared to self-selected assignments.…”

Section: Discussionmentioning

confidence: 99%

“…Cepeda et al, 2006;N. J. Cepeda et al, 2008;Gerbier & Toppino, 2015;Nazari & Ebersbach, 2019;Toppino & Gerbier, 2014). In this context, it was repeatedly observed that spaced learning-breaking down learning content into smaller bits covered in several sessions (separated by up to several days)-led to significantly better learning outcomes than massed learning reflecting long but fewer learning session on one and the same topic.…”

Section: The Present Studymentioning

confidence: 99%

Assignment Strategies Modulate Students’ Academic Performance in an Online Learning Environment During First and Second COVID-19 Related School Closures

Spitzer¹,

Moeller²,

Musslick

2021

Preprint

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A growing number of studies seek to evaluate the impact of school closures during the ongoing COVID-19 pandemic. While most studies reported severe learning losses in students, some studies found positive effects of school closures on academic performance. However, it is still unclear which factors contribute to the differential effects observed in these studies. In this article, we examine the impact of assignment strategies for problem sets on the academic performance of students (n 24,000 from classes 4-10 who calculated 560,000 problem sets) in an online learning environment for mathematics, during the first and second period of pandemic-related school closures in Germany. We observed that, if teachers repeatedly assigned single problem sets (i.e., a small chunk of on average eight mathematical problems) to their class, students’ performance increased significantly during both periods of school closures compared to the same periods in the previous year (without school closures). In contrast, our analyses also indicated that, if teachers assigned bundles of problem sets (i.e., large chunks) or when students self-selected problem sets, students’ performance did not increase significantly. Moreover, students’ performance was generally higher when single problem sets were assigned, compared to the other two assignment types. We conclude that teachers’ way of using the online learning environment in general, and their strategy of assigning problem sets in particular can have a positive effect on students’ performance in mathematics.

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Distributed practice in mathematics: Recommendable especially for students on a medium performance level?

Cited by 9 publications

References 41 publications

Distributed Practice Learning Model Using Audiovisual Media for Teaching Basic Skills of Badminton

Distributed Practice Learning Model Using Audiovisual Media for Teaching Basic Skills of Badminton

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

Assignment Strategies Modulate Students’ Academic Performance in an Online Learning Environment During First and Second COVID-19 Related School Closures

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