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RE‐EXAMINING REPEATED TESTING AND TEACHER EFFECTS IN A REMEDIAL MATHEMATICS COURSE
Author(s) -
MARTINEZ JOSEPH G. R.,
MARTINEZ NANCY C.
Publication year - 1992
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1992.tb01028.x
Subject(s) - remedial education , psychology , mathematics education , post hoc , test (biology) , pedagogy , medicine , paleontology , dentistry , biology
S ummary . This study examined the impact of repeated testing and teachers' effects on student achievement in a remedial mathematics course. A 2 times 2 completely randomised factorial design was used, with final examination performance the dependent variable and testing attempts and the teacher factor the independent variables. The study found no main effects for teacher but a main effect for testing attempts and a teacher‐factor/testing‐attempt interaction. Post hoc findings qualified a direct interpretation of the main effect. The implications for further research and application are discussed, giving special attention to teacher effects, the needs of remedial mathematics instruction, and the claims of mastery‐learning pedagogies.