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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3537

Title: Effect of Spaced Learning on Primary School Pupils’ Interest and Retention in Mathematics
Authors: Okeke Anulika Mary, Aneshie-Otakpa Valentine Obun,
asil C. E. Oguguo, Ifeoma E. Emeji
Felix O. Egara, Chioma A. Orga
Julie I. Osakwe, Innocent O. Odo
Augustina .C. Nzeadibe, Simon K. Kwalat
Christopher O. Inweregbuh, Ogbu Sunday
Oluchi J. Agugoesi, Nzeakor Emmanuel
Owolawi Olaniyi, Albert Lylian Nkeiruka
bugu Georgina Nkechi, Dangbong Christopher Pam
Matawal David Bulus, Otubeje Simon
Umeano Charity, Biong’ahu Danladi
AikoyeEnemako Joshua, Obenyem blessing Ifeoma
Keywords: Massed learning
Issue Date: 2022
Publisher: Multicultural Education
Series/Report no.: Vol.8;Iss.3: Pp 144 -151
Abstract: he study investigated the effect of spaced learning on primary school pupils’ interest and retention in mathematics. To achieve the study objectives, we used the quasi-experimental method of pre-test posttest group design to collect and analyze data and interpret the results. The participants consisted of 65 primary six pupils in two intact classrooms drawn using two stage sampling technique. Data were analyzed using SPSS and Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at .05 level of significance.Pupils achievement and interest in mathematics were measured using pupils mathematics Achievement Test (PMAT) and pupils Interest inventory (PII). Our findings revealed that spaced learning had a significant positive effect on pupils’ interest and retention in mathematics. It was recommended that spaced learning approach should be used in schools to teach concepts that requires retention as it could improve pupils’ interest and retention ability
URI: http://hdl.handle.net/123456789/3537
Appears in Collections:Science and Technology Education

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