Effects of Proficiency Rates on Later Performance of a Recall and Writing Behavior

Abstract

The purpose of this study was to determine the effects of two proficiency rates on the retention of materials using the Precision Teaching Method. Data were obtained during 3 days of treatment and over four monthly posttests using 120 fourth-grade subjects who were categorized by prior achievement as above average, average, and below average. Both treatments were conducted by teachers in classroom settings. Analyses included ANCOVA, t-test of retention ratio means, and t-test of percentage of correct response means. While the results were mixed, a significant interaction effect indicated that subjects in the average and below-average categories performed significantly better after 3 months when the higher proficiency rate was required. Subjects in the below-average category were found to perform with significantly greater accuracy in the higher proficiency rate treatment.