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- ...m retention]]'': Students will be given a test a month after the immediate posttest.19 KB (2,778 words) - 07:48, 19 August 2011
- All students completed a computer-based pre and posttest that consisted of article-only and article with explanation items. In the a Students (n=63) in all conditions showed significant pre to posttest improvement. While there were no significant main effects of condition, th10 KB (1,339 words) - 19:08, 17 November 2009
- #We are using a pretest-posttest design to measure the overall effects of the online training. We compare g #We have found a clear increase from pretest to posttest in dictation ability across the course.7 KB (1,010 words) - 13:32, 29 August 2011
- ''[[Normal post-test]]''. Near transfer—immediate posttest in which isomorphic problems to instruction are included for students to so ''[[Transfer]]''. Problems included on the posttest in two forms: 1)Procedural format with more difficult problems/problems wit13 KB (1,763 words) - 20:16, 15 December 2010
- #We are using a pretest-posttest design to measure the overall effects of the online training. We compare g4 KB (628 words) - 13:36, 29 August 2011
- The second part was posttest, in which students produced the English translation when they saw the Chine4 KB (514 words) - 01:01, 12 March 2008
- The second part was posttest, in which students produced the English translation when they saw the Chine6 KB (794 words) - 03:13, 3 November 2008
- condition completed a written posttest and performed the procedure on multiple human greater gains from pretest to posttest than those in the control condition. They also9 KB (1,236 words) - 15:22, 31 August 2011
- ...ental condition on students' performance on geometry answers or reasons at posttest ...nowledge (Higher vs. Lower) for students' performance on geometry rules at posttest (F(1,39) = 6.2, p < .02).18 KB (2,358 words) - 15:27, 31 August 2011
- Analyses have been conducted on immediate learning (Normal pretest/posttest, near transfer) and retention measures. No differences between groups were ...l post-test]]'': Students were given a 12 item multiple choice pretest and posttest that taps into their ability to apply the principles of rotational kinemati13 KB (1,737 words) - 16:35, 7 October 2008
- ...d post assessments of this module measured long-term retention because the posttest was administered several days after learning. ...sment showed that not only did both groups gain significantly from pre- to posttest, the gains of the experimental group far exceeded those of the control grou25 KB (3,832 words) - 21:01, 11 January 2008
- ...training, and the retention and transfer of that development to a delayed posttest. The fluency training is the 4/3/2 task, developed by Nation (1989), in wh ...g session, all students whose fluency improved from the the pretest to the posttest also showed fluency development in training. On the other hand, two out of7 KB (1,169 words) - 04:32, 4 August 2007
- ...le, and end of the semester, which served as pretest, posttest and delayed posttest.10 KB (1,494 words) - 20:03, 8 December 2008
- ...actic accuracy; and number of embedded clauses (syntactic complexity). The posttest tested transfer to a different topic. ...ces lead to an increase in their use in the subsequent 4/3/2 procedure and posttest? If so, does this increase overall [[fluency]]?45 KB (6,505 words) - 08:52, 14 September 2012
- First, to ensure that the training is working, we are using a pretest-posttest design to measure the overall effects of the online training. We compare s11 KB (1,561 words) - 16:14, 5 December 2007
- *Learning gains (Pretest vs. Posttest) on meaning translation, pinyin and tone7 KB (985 words) - 00:07, 29 September 2008
- ...st assessments of this module measured [[long-term retention]] because the posttest was administered several days after learning. ...sment showed that not only did both groups gain significantly from pre- to posttest, the gains of the experimental group far exceeded those of the control grou29 KB (4,338 words) - 20:54, 16 January 2008
- First, to ensure that the training is working, we are using a pretest-posttest design to measure the overall effects of the online training. As in [[Frenc12 KB (1,804 words) - 22:30, 4 October 2008
- ...ey found a significant increase of identification accuracy from pretest to posttest.6 KB (820 words) - 01:00, 14 May 2009
- ...t test analysis; it was the only group that scored lower on average on the posttest than the pretest. Moreover, in the interviews after the problem solving the '' Table 1: Pre-Posttest results ''33 KB (4,408 words) - 08:34, 21 October 2008