Document Type

Thesis

Date of Degree Completion

Summer 1971

Degree Name

Master of Education (MEd)

Department

Mathematics

Committee Chair

Bernard L. Martin

Second Committee Member

Dale R. Comstock

Third Committee Member

Donald M. Schliesman

Abstract

Relatively speaking, few studies have concerned themselves with the problem of frequent testing, and as Keys pointed out, empirical evidence, uncomplicated by differences in the amount of testing material employed, on the effects of frequent testing is, at best, scarce (14:427). Also many studies used tests and test results for direct instruction, thus introducing additional variables. Furthermore, the choice of subjects and disciplines has been limited, the better part being taken from college psychology and sociology classes or high school science classes. This investigation was not an attempt to modify previous experiments, nor was it an attempt to identify which of the conjectured explanations of the beneficial effects of frequent testing best fits. It dealt with only one discipline and investigated the effect frequent testing had on that discipline. Specifically, the present study was designed to test the principal hypothesis--that frequent testing is associated with increased learning performance in high school advanced algebra.

Language

English

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