Interactivity as a Retention Factor in Learning Biology Through the Protégé Effect
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated the role of interactivity on the protégé effect, and explored how biology teachers can utilize it in their classrooms to reduce rote learning and facilitate long-term retention. This investigation utilized the generative learning theory, and adopted a non-equivalent quasi- experimental research design involving 60 students. The instruments used for this study include a stimulus instrument titled, Teachers’ Instructional Guide on Ecology of Population (TIGEP), which was used as guide for teaching ecology with the protégé effect, and three response instruments. The first, the Population Ecology Requirement Test (PERT), was used to show the required knowledge for the respondents on the protégé effect, while the second and third, the Population Ecology Achievement Tests (PEATs; version 1 and 2), helped to assess the learners’ performances. Results, obtained using analysis of covariance and Bonferroni post-hoc analysis, indicated that the protégé effect significantly influenced the performances of students on immediate tests (Fcal = F(3,55) = 24.47 > Ftab = 8.57, p < 0.001) and on the long-term retention of Biology concepts (Fcal = F(3,55) = 16.25 > Ftab = 8.57, p < 0.001). This study showed that interactivity, via the protégé effect, provides a strong indication for improving academic performance and retention of learned concepts in biology, as it assists in consolidating and integrating learned concepts.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it