Fischler College of Education: Theses and Dissertations

Date of Award

6-2013

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Advisor

Scherrine Davenport, EdD

Committee Member

Linda A. Simunek, PhD, JD

Abstract

This mixed research study evaluated the spacing effect theory on the academic performances of students enrolled in introductory level Computer Literacy courses by comparing course grades and mock IC3 certification exam scores in semester-length and quarter-length courses at Prince Georges Community College. The study was ingrained on the spacing effect theory which posits that mammals will tend to recall material learned over time (spaced presentation) than material concepts learned over shorter periods (massed presentation).

A t test analysis revealed that students in the quarter-length formats had significantly higher grades than those in the semester format but the analysis presented no significant difference on their mock IC3 scores. A Pearson correlation conducted also revealed no significant relationship among students' course grades and their mock IC3 scores overall or by format (semester vs. intensive).

Comments

Community College, Spacing effect, Retention, Scheduling, Education, Instructional effectiveness, Intensive format, Quarter-length format, Semester format.

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