The "Classroom Ticket" to Concept Retention

Divoll, Kent; Browning, Sandra

doi:10.20429/ijsotl.2010.040210

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…Using the rubrics, students were trained to develop their critical thinking and the seven traits that characterize quality writing. This result is supported by Bartlett and Morrow (2001) and Divoll and Browning (2010) who assured that practicing writing is supportive activity for enhancement of critical thinking skills.…”

Section: Resultsmentioning

confidence: 57%

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he Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement

Qoura¹,

Zahran²

2018

ELT

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The aim of this study was to determine the effectiveness of the 6+1 trait writing model on ESP university students' critical thinking and writing achievement. It was assumed that students who receive training using the 6+1 trait writing model would reveal greater gains in critical thinking and writing achievement. Six instruments -designed by the researchers- included: (critical thinking skills checklist, writing skills checklist, critical thinking skills test, writing skills test and scoring rubric for critical thinking and analytic scoring rubric for writing) were used for data collection. Results revealed that the traditional method used to teach writing is not as effective as the 6+1 trait writing model that developed critical thinking and writing achievement. The experimental group outdid their counterparts in the control group in critical thinking and writing performance test scores.

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Section: Resultsmentioning

confidence: 57%

“…A helpful technique to guarantee the development of critical thinking skills within the classroom is to authorize students to practice writing. A topic written from the student's point of view allows for immediate feedback and correction (Bartlett & Morrow, 2001;Divoll & Browning, 2010;Hulsizer & Woolf, n. d.).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

he Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement

Qoura¹,

Zahran²

2018

ELT

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“…Ahlam and Gaber (2014) further defined retention as the recall of the learning and experience-related aftereffects that enable recognition. Ogbonna (2007), Kent and Sandra (2010), and Bennett et al (2011) view retention as the ability to remember things and the capacity for recognition and recall (memory). Hornby in Amo (2017) defines retention as "holding onto," "holding onto or continuing to have," or "keeping in place.".…”

Section: Introductionmentioning

confidence: 99%

Mathematical Software: A Panacea for Improving Senior Secondary School Students’ Retention in Geometrical Constructions

Age,

Machaba

2024

REPAM

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When attempting to address the persistently poor performance of students in mathematics, researchers have typically examined factors such as retention to identify long-term solutions. The objective of this study was to improve the retention of senior secondary school students in geometrical constructions through mathematical software. Despite the many benefits of geometry to both the learner and society, the performance of the students continued to be abysmal. Could it be that the students do not retain what they learn? The research was conducted in Benue State, Nigeria, and was based on John Sweller’s cognitive load theory of multimedia. The study’s design utilised a non-randomised, quasi-experimental control group with a sample size of 457 students. Three objectives, research questions and research hypotheses led the study, with the Geometrical Construction Achievement Test and the Geometrical Construction Retention Test as the instruments for data collection. The mean and standard deviation of descriptive statistics were used to analyse the data that was gathered. The research reveals that retention was higher in the experimental group (Mean = 65.88) than in the control group (Mean = 51.87). The study found a statistically significant improvement in retention (p ˂ 0.05). No gender variations were found when the students were taught with mathematical software. Mathematics teachers’ utilisation of mathematical software as a strategy for teaching geometrical constructions among senior secondary school students was recommended.

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“…Most likely it is retention-we want students to remember what we taught them as they go forward in their education, career, and life. The use of active learning strategies such as simulations (Weinberg et al, 2009) and in-class writing activities (Divoll & Browing, 2010;Stewart et al, 2010) have shown significant increases in content retention compared to traditional measures. Even adding collaborative questions to exams has shown increases in retention (Cortright et al, 2003).…”

Section: Content Coveragementioning

confidence: 99%

Genetics in practice : applications of quantitative genetics to environment and educational pursuits

Haag¹

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"The ability to elucidate quantitative trait architecture and introduce potentially beneficial traits makes introgression a useful tool. Unfortunately, due to the nature of inheritance there are certainly limitations to the usefulness of this approach for introducing quantitative traits to a recipient population. In this project we attempted to introduce genes associated with water consumption to strains with opposite consumption profiles. Our two strains were selected based on previously quantified differences in consumption. In our first study, we confirmed differences in consumption based on strain. We also observed a potential impact of maternal care on consumption--particularly in males. In the second study, we estimated the difference in consumption was due to a minimum of about 10-12 genes. Such a high number of genes with little information on architecture makes reliable phenotypic selection difficult. Ultimately, we determined the phenotype was lost in LB animals but about six genes were still segregating in HB animals. This indicates that this method may be effective for determining a limited number of high-impact genes after a short number of generations. To further resolve the architecture of the difference between these two strains it would likely be useful to continue backcrossing then produce a generation of HB intercrosses. These individuals would provide a higher resolution population for mapping work."--Page 142-143

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The "Classroom Ticket" to Concept Retention

Cited by 4 publications

References 22 publications

he Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement

he Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement

Mathematical Software: A Panacea for Improving Senior Secondary School Students’ Retention in Geometrical Constructions

Genetics in practice : applications of quantitative genetics to environment and educational pursuits

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