scholarly journals Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention

2018 ◽  
Author(s):  
Eileen Haase ◽  
BaDoi Phan ◽  
Harry Goldberg
Keyword(s):  
Content Retention

Signaling Effects: Increased Content Retention and New Answers—Part II

1989 ◽  
Vol 19 (4) ◽  
pp. 395-415 ◽  
Author(s):  
Jan H. Spyridakis
Keyword(s):  
Research Methods ◽  
Expository Text ◽  
Combined Effects ◽  
Good Readers ◽  
Logical Connectives ◽  
Content Retention ◽  
The Individual

This study investigated the role of signaling in helping good readers comprehend expository text. As the existing literature on signaling, reviewed in the last issue of this Journal, pointed to deficiencies in previous studies' methodologies, one goal of this study was to refine prose research methods. Two passages were designed in one of eight signaled versions each. The design was constructed to assess the individual and combined effects of headings, previews, and logical connectives. The study also assessed the effect of passage length, familiarity, and difficulty. The results showed that signals do improve a reader's comprehension, particularly comprehension two weeks after the reading of a passage and comprehension of superordinate and superordinate inferential information. This study supports the hypothesis that signals can influence retention of text-based information, particularly with long, unfamiliar, or difficult passages.

scholarly journals A Pilot Study of the Effects of Interview Content, Retention Interval, and Grade on Accuracy of Dietary Information From Children

2013 ◽  
Vol 45 (4) ◽  
pp. 368-373 ◽  
Author(s):  
Suzanne D. Baxter ◽  
David B. Hitchcock ◽  
Caroline H. Guinn ◽  
Julie A. Royer ◽  
Dawn K. Wilson ◽  
...  
Keyword(s):  
Pilot Study ◽  
Retention Interval ◽  
Content Retention

scholarly journals Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance

2019 ◽  
Vol 18 (2) ◽  
pp. ar12 ◽  
Author(s):  
James E. Cooke ◽  
Laura Weir ◽  
Bridgette Clarkston
Keyword(s):  
Student Performance ◽  
Two Stage ◽  
Course Content ◽  
High Performing ◽  
Number Of Factors ◽  
Time Period ◽  
Long Time ◽  
Course Material ◽  
Time Periods ◽  
Content Retention

Multistage collaborative exams are implemented to enhance learning and retention of course material. However, the effects of multistage collaborative exams on retention of course content are varied. These discrepancies may be due to a number of factors. To date, studies examining collaborative exams and content retention have used questions that all, or mostly, require students to select an answer, rather than generate one of their own. However, content retention can improve when students generate their own responses. Thus, we examined the effect of collaborative exams with open-ended questions on retention of course content. Retention was measured at two time periods; one relatively shortly (9 days) following a collaborative exam and another over a longer time period (23 days). Furthermore, we examined whether content retention differed for low-, mid-, or high-­performing students. Our results suggest that collaborative exams offer retention benefits at relatively long time periods between pre- and posttests, but not over shorter time periods. Retention varied across students in different performance categories. Our study, the first to use only open-ended questions, showed relatively small effects compared with studies using multiple-choice or fill-in-the-blank format, but still suggest that collaborative exams can aid in content retention.

A content analysis of introductory student expectations about course impact and content retention

2011 ◽  
Author(s):  
Carly Gintz ◽  
Samantha Gagnon ◽  
Caitlin Goicoechea ◽  
Jessica Kesler ◽  
Regan A. R. Gurung ◽  
...  
Keyword(s):  
Content Analysis ◽  
Student Expectations ◽  
Content Retention

Impact of Genotype and Cooking Style on the Content, Retention, and Bioacessibility of β-Carotene in Biofortified Cassava (Manihot esculentaCrantz) Conventionally Bred in Brazil

2014 ◽  
Vol 62 (28) ◽  
pp. 6677-6686 ◽  
Author(s):  
Paulo Berni ◽  
Chureeporn Chitchumroonchokchai ◽  
Solange G. Canniatti-Brazaca ◽  
Fabiana F. De Moura ◽  
Mark L. Failla
Keyword(s):  
Content Retention ◽  
Β Carotene
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