Relation between Perseverance and Rate of Learning: A Test of Carroll's Model of School Learning

Millman, Jason; Bieger, George R.; Klag, Patricia A.; Pine, Cathy K.

doi:10.2307/1162609

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“…If learners spend less time than needed on academic tasks, however, then increasing time spent should increase their learning. Millman, Bieger, Klag, and Pine (1983) tested the first part of this deduction by showing that when learners were already willing to persevere to the extent needed for learning lists of paired words, increasing their perseverance did not enhance their overall learning. The latter part of this deduction has also received support from both Stallings (1975), who reported that low-achieving third graders prospered more from an increase in time spent in reading and math than did higher achieving students, and Rossmiller (1982), who found that 70% of the variance in reading achievement for low-ability children can be attributed to time-on-task variables.…”

Section: University Of Wisconsin-madisonmentioning

confidence: 99%

Effects of Maximizing Time Spent and Minimizing Time Needed for Learning on Pupil Achievement

Gettinger

1989

American Educational Research Journal

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Baseline estimates of time spent in learning and time needed for learning were obtained for 118 third-grade children on tasks that included short reading passages and 10-item criterion tests. Two groups of children were identified on the basis of baseline measures-children who spent less time than needed to learn the task (Group 1; n = 63) and children who spent as much time or more time than needed (Group 2; n = 55). For both groups, time spent and time needed were manipulated through the use of incentives. Maximizing time spent resulted in significantly higher 1-day retention scores for Group 1, but had no effect on retention for Group 2. Minimizing time needed yielded higher retention for both groups. Results are discussed in the context of recent research on instructional time and student achievement.

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Section: University Of Wisconsin-madisonmentioning

confidence: 99%

Effects of Maximizing Time Spent and Minimizing Time Needed for Learning on Pupil Achievement

Gettinger

1989

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

Relation between Perseverance and Rate of Learning: A Test of Carroll's Model of School Learning

Cited by 1 publication

References 0 publications

Effects of Maximizing Time Spent and Minimizing Time Needed for Learning on Pupil Achievement

Effects of Maximizing Time Spent and Minimizing Time Needed for Learning on Pupil Achievement

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