Re-Examining Repeated Testing and Teacher effects in a Remedial Mathematics Course  

Oleh:

Martinez, Joseph G.R. ; Martinez, Nancy C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 62 no. 03 (Nov. 1992), page 356.
Topik: Repeated Testing ; Teacher effects; Remedial Mathematics Course

Isi artikel

This study examined the impact of repeated testing and teachers' effects on student achievement in a remedial mathematics course. A 2x2 completely randomised factorial design was used, with final examination performance the dependent variable and testing attempt and the teacher factor the independent variables. The study found no main effects for teacher but a main effect for testing attempts and a teacher-factor/testing-attempt interaction. Post hoc findings qualified a direct interpretation of the main effect. The implications for the further research and application are discussed, giving special attention to teacher effect, the needs of remedial mathematics instruction, and the claims of mastery-learning pedagogies.

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