This thesis examines how the Automatic Reassessment and Relearning System (ARRS) affected long-term mathematical skill retention for individual students over multiple skills. 50 geometry students participated in a study lasting ten weeks. Students participating in the study completed a pre-test with 8 different skills, practiced until mastery for every skill, completed additional reassessment and relearning assignments for half of the skills in following weeks, and completed a 3-week and 9-week post-test for every skill. Using linear regression to estimate the significance ARRS assignments had in impacting students post-test scores we were not able to demonstrate that these additional assignments significantly improved student’s skill retention in the short or long run.

Creator

• Gonsalves, Manuel S.

Contributors

• Heffernan, Neil
• Eltabakh, Mohamed Y.

Degree

• MS

Unit

• Data Science

Publisher

• Worcester Polytechnic Institute

Identifier

• etd-17871

Keyword

• Spacing Effect
• Testing effect
• ASSISTments

Advisor

• Heffernan, Neil

Committee

• Eltabakh, Mohamed Y.

Defense date

• 2021-05-05

Year

• 2021

Date created

• 2021-04-22

Resource type

• Thesis

Rights statement

• In Copyright