The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 21
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psychology. it should be noted that both groups had nearly
the same mean score on the Miller Mental Ability Test, Form
B. This experiment revealed that the differences between
the experimental group and the control group on the
pre-test, and in gains, were significant. The only
reported difference in the treatment of the two groups was
the giving of thirteen intermediate tests to the
experimental group as contrasted with two to the control
group. According to Keys (28, p. 427), Turney's experiment
suffers from the fact that the two sections differed
so widely in initial knowledge of the subject."
Keys (28) distinguished his study from the ones
preceding by having tests, identical in content and total
amount, administered to the two groups. The groups
differed only in treatment with the experimental group
taking these tests in brief weekly installments, and the
control taking longer mid-term examinations. m addition,
this study was different from earlier ones because no
attempt was made to use the tests for instruction by way of
feedback. Tests were not returned for review and
correction in class, nor were preparatory quiz sessions of
any type provided. Finally, the number of subjects in the
groups were from two to ten times those in previous
investigations. On the regular final examination, the
groups did not differ significantly in measure of retention
of content. But the same tests given weekly rather than
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Johnson, Charles W. (Charles Windle). The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate, dissertation, May 1987; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc330880/m1/29/: accessed January 17, 2019), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .