The perfect review session.
| dc.contributor.author | Spry, Nicholas J. | |
| dc.date.accessioned | 2013-01-24T20:43:53Z | |
| dc.date.accessioned | 2020-06-22T14:27:31Z | |
| dc.date.available | 2013-01-24T20:43:53Z | |
| dc.date.available | 2020-06-22T14:27:31Z | |
| dc.date.issued | 2013-01-24 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12648/206 | |
| dc.description.abstract | This study examined the effectiveness of four types of review sessions given the day before a unit exam. Over a three week period, four Algebra 1 classes were taught the same unit by the principal investigator. At the end of the unit, each class was given a pre-test to gather base scores. Next, each class was given a different type of review lesson the day before their unit exams. The four review lessons include; a teacher-led review with short practice quiz, a review worksheet completed in groups, a review game, and an individual practice exam with answer key given afterward. Unit exams were administered the day following the review day and were analyzed based on students growth from the pre-test scores to the unit exam scores. Results favored practice exams as the most effective review method, followed by a group-based worksheet and a review game, with teacher-led instruction with a practice quiz being the least effective. | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Mathematics -- Study and teaching (Secondary) -- Simulation methods. | en_US |
| dc.subject | Mathematics -- Study and teaching -- Activity programs. | en_US |
| dc.subject | Examinations -- Study guides. | en_US |
| dc.subject | Classroom management -- Case studies. | en_US |
| dc.title | The perfect review session. | en_US |
| dc.title.alternative | A study of the effectiveness of a variety of review sessions in the high school mathematics classroom. | en_US |
| dc.type | Thesis | en_US |
| refterms.dateFOA | 2020-06-22T14:27:32Z | |
| dc.description.institution | SUNY at Fredonia |
