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Evaluating the Impact of Supplemental Instruction on Short- and Long-Term Retention of Course Content
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Price, Jodi; Lumpkin, Amber G.; Seemann, Eric A.; Bell, Diana Calhoun – Journal of College Reading and Learning, 2012
Findings from prior research in various content domains have indicated that Peer Assisted Study Sessions (PASS) attendees earned higher final grades than non-attendees. However, what makes PASS effective remains unknown; for example, PASS could improve short-term retention but hinder long-term maintenance of course content given that some methods…
Descriptors: Self Efficacy, Tests, Course Content, Retention (Psychology)