Effectiveness of the Automatic Reassessment and Relearning System for Short- and Long-term Mathematical Skill Retention Public
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This thesis examines how the Automatic Reassessment and Relearning System (ARRS) affected long-term mathematical skill retention for individual students over multiple skills. 50 geometry students participated in a study lasting ten weeks. Students participating in the study completed a pre-test with 8 different skills, practiced until mastery for every skill, completed additional reassessment and relearning assignments for half of the skills in following weeks, and completed a 3-week and 9-week post-test for every skill. Using linear regression to estimate the significance ARRS assignments had in impacting students post-test scores we were not able to demonstrate that these additional assignments significantly improved student’s skill retention in the short or long run.
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Permanent link to this page: https://digital.wpi.edu/show/h128nh75b