The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.
Learning retention in mathematics over consecutive weeks: Impact of motivated forgetting
Open accessAbstract
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 randomized pre-test post-test x groups design, using matched subjects 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: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting.
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“For instance, the premise that a strict 24 h interval is universally fundamental should be qualified (Valderama & Oligo, 2021;Zhao et al., 2015); this pattern is documented predominantly within non-declarative, procedural motor skill acquisition (Khalafi et al., 2024), whereas explicit conceptual and lexical mastery demonstrates superior consolidation via longer, expanding multi-day schedules (Vag”
From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Valderama & Oligo, 2021
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Cites
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Silva Sánchez, M., Lainez Quinde, G. A., & Zambrano Vélez, W. A. (2026) · Education Sciences · doi:10.3390/educsci16060962
“For instance, the premise that a strict 24 h interval is universally fundamental should be qualified (Valderama & Oligo, 2021; Zhao et al., 2015); this pattern is documented predominantly within non-declarative, procedural motor skill acquisition (Khalafi et al., 2024), whereas explicit conceptual…”
Metadata
- Authors
- Valderama, J., & Oligo, J.
- Affiliations
- Nueva Vizcaya State University (PH)
- ORCID
- Valderama, Julius
- Venue
- International Journal of Evaluation and Research in Education (IJERE)
- Published
- 2021-12-01
- Volume
- 10
- Issue
- 4
- Pages
- 1245
- ISSN
- 2252-8822 (ISSN-L)
- 2620-5440
- OpenAlex
- W3185642052
- Cited by
- 13
- References
- 59
- Citations by year
- 2026: 5 · 2025: 2 · 2024: 5 · 2022: 1
- FWCI
- 0.79
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Journal of Evaluation and Research in Education (IJERE) (publishedVersion, cc-by-nc)
- Zenodo (CERN European Organization for Nuclear Research) (submittedVersion, cc-by)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Education › Mathematics Education and Pedagogy
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- learning retention, motivated forgetting, mathematics learning, long-term memory, short-term memory, forgetting curve, exponential decay
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- Valderama, J., & Oligo, J. (2021). Learning retention in mathematics over consecutive weeks: Impact of motivated forgetting. International Journal of Evaluation and Research in Education (IJERE). https://doi.org/10.11591/ijere.v10i4.21577
