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• Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  ...m retention]]'': Students will be given a test a month after the immediate posttest.
  19 KB (2,778 words) - 07:48, 19 August 2011
• Assistance Dilemma English Articles
  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, th
  10 KB (1,339 words) - 19:08, 17 November 2009
• Basic skills training
  #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
• Booth
  ''[[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 wit
  13 KB (1,763 words) - 20:16, 15 December 2010
• Chinese pinyin dictation
  #We are using a pretest-posttest design to measure the overall effects of the online training. We compare g
  4 KB (628 words) - 13:36, 29 August 2011
• Co-training and pairing
  The second part was posttest, in which students produced the English translation when they saw the Chine
  4 KB (514 words) - 01:01, 12 March 2008
• Co-training of Chinese characters
  The second part was posttest, in which students produced the English translation when they saw the Chine
  6 KB (794 words) - 03:13, 3 November 2008
• Cognitive task analysis
  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 also
  9 KB (1,236 words) - 15:22, 31 August 2011
• Contiguous Representations for Robust Learning (Aleven & Butcher)
  ...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
• Craig observing
  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 kinemati
  13 KB (1,737 words) - 16:35, 7 October 2008
• Emergece Project (Chi)
  ...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 grou
  25 KB (3,832 words) - 21:01, 11 January 2008
• Fluency Summer Intern Project
  ...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 of
  7 KB (1,169 words) - 04:32, 4 August 2007
• Fluency Summer Intern Project 2008
  ...le, and end of the semester, which served as pretest, posttest and delayed posttest.
  10 KB (1,494 words) - 20:03, 8 December 2008
• Fostering fluency in second language learning
  ...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
• French gender cue learning through optimized adaptive practice
  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 s
  11 KB (1,561 words) - 16:14, 5 December 2007
• Integrated Learning of Chinese
  *Learning gains (Pretest vs. Posttest) on meaning translation, pinyin and tone
  7 KB (985 words) - 00:07, 29 September 2008
• Learning About Emergence and Heat Transfer (Chi)
  ...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 grou
  29 KB (4,338 words) - 20:54, 16 January 2008
• Learning French gender cues with prototypes
  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 [[Frenc
  12 KB (1,804 words) - 22:30, 4 October 2008
• Learning a tonal language: Chinese
  ...ey found a significant increase of identification accuracy from pretest to posttest.
  6 KB (820 words) - 01:00, 14 May 2009
• McLaren et al - Conceptual Learning in Chemistry
  ...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

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