Does Retention Interval Matters in Mathematics Performance?

Authors

  • Omar U. Enock University Laboratory School, University of Southern Mindanao, Kabacan, Cotabato 9407 Philippines
  • Jonald L. Pimentel Department of Mathematics and Statistics, University of Southern Mindanao, Kabacan, Cotabato 9407 Philippines

Keywords:

Basic algebra, performance, proficiency, association, retention interval

Abstract

This study describes and investigates if an association exist between the retention intervals of the three-grouped student respondents in high school and their performance in the basic algebra. The respondent’s performances were categorized into different proficiency levels namely the far below basic, below basic, basic, above basic and proficient. Results revealed that a highly significant association was found between the retention intervals and the level of performance of the respondents. The level of performance of the respondents significantly increased with varying retention interval. An improved shift in the level of performances were observed from test to retest. The recall of information in the basic algebra was strengthened as retention interval increases particularly to high performing students. Respondents’ exposure to related advance academic mathematics learnings, practice as well as maturity may have contributed to the mathematical performance across retention intervals of the respondents.

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Published

2020-10-08

How to Cite

Enock, O. U. ., & Pimentel, J. L. . (2020). Does Retention Interval Matters in Mathematics Performance?. International Journal of Sciences: Basic and Applied Research (IJSBAR), 54(3), 32–41. Retrieved from https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/11828

Issue

Vol. 54 No. 3 (2020)

Section

Articles

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