Investigating the Efficiency of Using Spaced Repetition Technique in Enhancing Long-term Propositional Knowledge Retention: The Case of Master One Students at the Section of English at Mohamed Kheider University of Biskra

Abstract

Abstract The retention of what has been learned as knowledge for a long period of time is a challenge for many students. That is, throughout the learning process, students are always prone to forget their learned knowledge due to many causes. Accordingly, the present research aimed at investigating the efficiency of using the spaced repetition technique in enhancing longterm propositional knowledge retention. Moreover, it sought to explore students’ awareness of the importance of protecting their learned knowledge from fleeting. This study hypothesized that using spaced repetition technique can help students improve their longterm propositional knowledge retention and that they are not aware of the importance of protecting their learned knowledge. To achieve the intended aims and test the hypotheses, a qualitative research approach was adopted using a case study. To gather data, a semistructured questionnaire and a semi-structured interview were used as data collection methods. The population of this study was Master One students of English language at Mohamed Kheider University of Biskra, Algeria, which consisted of 283 students. One fifth of this number that is represented by roughly 57 students was taken as a sample. The findings revealed that spaced repetition is a learning technique that helps to a great extent students to reduce forgetting and promote their long-term propositional knowledge retention. In addition to that the majority of the students are not really aware of the importance of protecting their learned knowledge from evanescing since their only goal behind revising and memorizing information is to pass the examinations. Thus, it can be concluded that the research hypotheses previously stated were confirmed. Therefore, students should urge themselves to apply the spaced repetition technique and incorporate it into their learning routine. Furthermore, teachers need to make students exposure to information through spaced revisions using different ways