Volume : 8, Issue : 6, June - 2019

Effect of Immediate and Delayed Revision on short and longterm Academic Achievement

Dr. Leena Sharma, Dr. Pradeep Singh, Dr. Sheetal Shaktawat

Abstract :

Context The concept of working memory proposes that there is a dedicated system that maintains and stores information in the short term, and that this system underlies human thought processes1. We evaluated, how early and delayed repetition of class lessons by students does enhance academic achievement in short and long-term. Objective: Our objective was as to comparatively study the academic achievement and retention in two study groups involving immediate and delayed revision respectively. Hypothesis: There is no significant difference in academic achievement either short term or long term in two study groups involving immediate and delayed revision. Definition: Immediate revision is recapitulation of lesson daily at the end of daily teaching. Delayed revision recapitulation of lesson after entire completion of course at end of two weeks. Achievement the recall of lessons learned and assessed by written test (post test 1). and second written test three months later.( post test 2). Results We found that the early and delayed revision of lessons learned in class did not had any significant difference in terms of short term academic achievement but there was a significantly greater amount of retention and hence long term better academic achievement for those students that had undergone repeated daily revision of lessons. Conclusion We conclude that daily immediate revision of class lessons vs. delayed revision did not alter the short term memory gain but daily immediate revision of class lessons does significantly improve long term retention and hence is a better teaching methodology. We recommend more research and analysis of this subject that will give more evidence in appraisal or improvement in our present conclusion.