Home About us Contact
|
Home About us Contact | ||
|
|
||
Student Retention (student + retention)
Selected AbstractsEstimating student retention and degree-completion time: Decision trees and neural networks vis-à-vis regressionNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 131 2006Serge Herzog Director of institutional analysis Focusing on student retention and time to degree completion, this study illustrates how institutional researchers may benefit from the power of predictive analyses associated with data-mining tools. [source] Native American student retention in U.S. postsecondary educationNEW DIRECTIONS FOR STUDENT SERVICES, Issue 109 2005James A. Larimore (Comanche) This chapter surveys the literature on Native American student retention, framing the discussion in the context of the broader body of literature on retention. [source] Using tests to enhance 8th grade students' retention of U.S. history facts,,APPLIED COGNITIVE PSYCHOLOGY, Issue 6 2009Shana K. Carpenter Laboratory studies show that retention of information can be powerfully enhanced through testing, but evidence for their utility to promote long-term retention of course information is limited. We assessed 8th grade students' retention of U.S. history facts. Facts were reviewed after 1 week, 16 weeks or not reviewed at all. Some facts were reviewed by testing (Who assassinated president Abraham Lincoln?) followed by feedback (John Wilkes Booth), while others were re-studied. Nine months later, all students received a test covering all of the facts. Facts reviewed through testing were retained significantly better than facts reviewed through re-studying, and nearly twice as well as those given no review. The best retention occurred for facts that were reviewed by testing after a 16-week time interval. Although the gain in item was numerically small, due to floor effects, these results support the notion that testing can enhance long-term retention of course knowledge. Copyright © 2008 John Wiley & Sons, Ltd. [source] | ||||||||||