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

Julius Serquinia Valderama, Jubert Balino Oligo

Abstract


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 Time-Series Design using weekly time intervals for seven weeks 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: 1) the amount of retained learning among the students diminished following a negative exponential curve, 2) the amount of retained learning were comparably equal with the initial amount of learning up to the second week, 3) the amount of retained learning became incomparable with the initial amount of learning after the third week, and 4) the concepts in the knowledge level have a great chance to be remembered while the concept with analysis level is prone to motivated forgetting.

Keywords


Amount of Learning; Retention Rate; Mathematics Model; Motivated Forgetting; Time-series design

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DOI: http://doi.org/10.11591/ijere.v10i4.21577

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