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Peer reviewedKika, Frank M.; And Others – Journal of Educational Research, 1992
Study examined the effect of frequent testing on eleventh grade algebra students' performance. One group was tested weekly and another biweekly for two months, then the testing schedule was reversed for two months, over eight months. Results indicated definite performance improvements during weekly versus biweekly testing. Students preferred…
Descriptors: Algebra, Foreign Countries, Grade 11, Learning Strategies
