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Cited by 13Memory Processes and InfluencesMathematics Education and PedagogyMathematics Education and Teaching Techniques

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 access
Valderama, Julius, Oligo, Jubert·2021·International Journal of Evaluation and Research in Education (IJERE)
DOI 10.11591/ijere.v10i4.21577
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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 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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Research works printed but not linked: 4

  1. S. T. Lutz and W. G. Huitt, "Information Processing and Memory: Theory and Applications," in W. Huitt, Ed., Becoming a Brilliant Star: Twelve core ideas supporting holistic education. La Vergne, TN: IngramSpark, 2018, pp. 25-43.
  2. H. Setiawan "Mathematic questions in PISA relation to mathematics literacy and high order thinking skills," (in Indonesia), Proceedings of the National Mathematics Colloquium, Universitas Jember, 2014, pp. 244-251.
  3. R. Amalia, "The application of model for proving to increase high order mathematical thinking ability of senior high school students," (in Indonesia), Thesis, Universitas Pendidikan Indonesia, 2013.
  4. J. Yanling and X. Tong, "Learning pyramid theory in the application and practice of flipped classroom," China Educational Technology, vol. 7, pp. 133-138, 2014.

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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)
Publisher
Institute of Advanced Engineering and Science
Published
2021-12-01
Volume
10
Issue
4
Pages
1245
ISSN
  • 2252-8822 (ISSN-L)
  • 2620-5440
DOI
10.11591/ijere.v10i4.21577
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
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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