The Effect of Retention Interval Over a Three Year Period on the Elementary Algebra Performance of High School Students

This study provided empirical evidence on the effect of retention interval on the student’s performance in elementary algebra mathematics among High School Students. The subjects were the grade 8, grade 9 and grade 10 students of the University Laboratory School, University of Southern Mindanao, Philippines for school year 2012-2013 who took their elementary algebra in their grade 7 in the school under the same instructor. The results of the respondents’ grade 7 exam taken prior to the conduct of study was the initial test were used for comparison to their present retest result. Results revealed that there was a highly significant difference between the achievement during and after instruction of the participants according to their year level. Gain in performance across retention interval group were highly significant. Retention interval supplemented enough time for the students to practice what was previously learned as they engaged to new but highly related mathematics courses. Further, exposure to different academic trials facilitated development of expertise and mathematical academic maturity on the students contributed to the increase in gain with increasing retention interval. Thus, retention interval was found to be advantageous in mathematics if practiced and elaborated.