The effects of distributed practice on two grade 10 mathematics classes
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The purpose of this study was to investigate the effects of distributed practice on test performance and summer learning loss in two grade 10 mathematics classes in a South African public high school. Two teachers each taught a control and a treatment class. This study focused on the two treatment classes in which students took short, in-class tests at the start of class on 37 occasions throughout the third and four quarters of the academic year. In-class test items were similar to homework problems and arranged over an expanding time interval (1-2-4-8-16-32 days). Comparison between the control and treatment classes was inconclusive on test performance and insignificant in terms of summer learning loss (p = 0.057). However, enhanced strategic competence (Kilpatrick, 2001) was suggested by student responses on certain examination items. Finally, comments made by the teachers on overall effects of the study were compared to treatment and examination scores.