Learning retention in mathematics over consecutive weeks: Impact of motivated forgetting

Abstract

<span>Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathematics learning retention, a randomized pre-test post-test x groups design, using matched subjects was used in the study. Seven matched groups of students were identified, and took the pre-test as the basis of the initial amount of learning, after which a group of students was assigned to take the post-test every week for seven weeks. The post-tests results were the basis of the amount of retained learning of the students. The study found out that: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting.</span>

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

“…However, there is a lack of consensus in the literature regarding the specific time interval for measuring the retention of concepts by learners. For instance, Kovács et al (2019) measured the retention of learners after two months, while Valderama and Oligo (2021) measured it every week for seven consecutive weeks. Faught et al (2016) also used a three-month interval for 12 months to measure students' retention.…”

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

“…One of the variables that contribute to learners' inadequate arithmetic proficiency is retention; hence, its improvement should be the concern of contemporary mathematics teachers. Valderama and Oligbo (2021) define retention as the ability to retain information in the mind, in both long-and short-term memory. Lutz and Huitt (2018) state that retention is when the learners process information cognitively, which includes comprehending, analysing, and storing it in memory.…”