Weekly spaced recall quizzes on fundamental concepts significantly improve 6-month retention of those concepts in a precalculus course¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students who took weekly spaced recall quizzes on fundamental concepts scored significantly higher on a retention index of 10 fundamental concepts 6 months later than students quizzed on current material (81.6% vs 77.3%). → Lindquist 2024
Evidence¶
Lindquist 2024¶
Lindquist, D. S., Sparrow, B. E., & Lindquist, J. M. (2024). Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course. Instructional Science, 52, 859-878. https://doi.org/10.1007/s11251-024-09680-w
q3 · i? · causal · r2
Randomized classroom experiment in 17 sections of a precalculus course at USMAPS with N=128 students (60 control, 68 treatment). Treatment took weekly quizzes on 12 fundamental concepts cycling every 28 days; control was quizzed on current material. The article reports "The p-value of 0.012" for the retention index difference; no effect size is printed.
"the mean performance (retention index) of the treatment group (81.6%) is higher than that of the control group (77.3%) . The p-value of 0.012 provides statistically significant evidence that the control and treatment group did not perform the same on those 24 specific problems."
Discussion¶
Related Claims¶
- The retention benefit of spaced recall quizzes holds regardless of the hour of the day the class meets — related
- Spaced recall quizzing significantly improves overall post-test performance on fundamental mathematics without harming learning of current material — related
- Spaced recall quizzing improves long-term retention even when immediate feedback is not provided — related
- The retention benefit of spaced recall quizzes holds regardless of instructor teaching experience — related
- Study lead instructors did not differ from non-study-lead instructors in student retention performance — related
- Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses — related
- Retrieval practice improves long-term retention — a broader claim this one bears on
- Spaced quizzing increases end-of-semester retention of calculus learning objectives relative to massed quizzing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
spaced-recall-quizzes-improve-long-term-retention-fundamental-math-concepts |
title |
Weekly spaced recall quizzes on fundamental concepts significantly improve 6-month retention of those concepts in a precalculus course |
description |
Weekly spaced recall quizzes on fundamental concepts significantly improve 6-month retention of those concepts in a precalculus course |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lindquist-2024 |
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