The purpose of this study is to determine if Project-Based Learning (PBL) retrieval activities can impact knowledge gains and retention in high school mathematics students, and to look for a possible relationship between student achievement level, retrieval activity type, and mathematics knowledge retention. For two mathematical topics, ten high school seniors (six average-achieving and four high-achieving) received instruction, completed a post-instruction test, participated in either a PBL or a Traditional retrieval activity, and completed a post-activity test the day after the activity to measure knowledge gains and a deferred post-test six weeks after the activity to measure knowledge retention. There was no statistically significant difference in either knowledge gains or knowledge retention based on type of retrieval activity. The knowledge gains effect size between the two groups was negligible (Hedges' g = 0.017). The knowledge retention effect size was small (Hedges' g = 0.203) with a preference for the Traditional activity. Within both achievement levels, large effect sizes (Hedges' g > 0.8) were found in knowledge retention, with the high-achieving group showing higher knowledge retention after the PBL activity and the average-achieving group showing higher knowledge retention after the Traditional retrieval activity. These results indicate that PBL activities can be as effective as Traditional activities in the high school mathematics classroom and may be more beneficial to some students. Future research to determine attributes that may contribute to student's response to different types of retrieval activities is suggested.

Learning through and from information technology/information systems (IT/IS) projects is key for organizations to execute on their strategic plans. Corporations utilize IT/IS projects to implement their strategic plans with the goal of increased revenue, enhanced competitive advantage, and increased operational efficiencies and to comply with governmental regulations. Projects and project teams can also serve as a medium to facilitate organizational learning. Learning is an essential characteristic of any project given project team members are tasked with developing new products and/or implementing new technical solutions to business problems. Studies have been performed to propose and test hypotheses related to frameworks for team learning in a variety of settings (e.g. construction, education, medical, manufacturing), but there are limited studies that present research on the antecedents for learning that occurs in the IT/IS project setting. Through this research, I seek to create the narrative of IT/IS projects as vehicles for learning within organizations. This study adopts a sequential exploratory mixed methods approach. In Study 1, I explored how project post-mortems contribute to organizational learning. My findings suggest that post-mortem practices can facilitate organizational learning, however, I found the lack of incentives to use the data, opportunities and weak mechanisms for sharing post-mortem knowledge are key barriers for using project- generated information for improved learning during post-mortems. In the second study, I sought to understand the antecedents to project team member learning during IT/IS projects. The results of the analysis show that risk management and project complexity have a direct positive impact on project team member learning, whereas the effect of innovativeness is fully mediated by autonomy. In the final study, I evaluated the effect of learning as part of an IT/IS project on the innovativeness of the organizati (open full item for complete abstract)

Objective/Context: It is crucial for athletic coaches to be proficient in CPR knowledge and skill performance for the health and safety of their athletes. This research aimed to assess CPR knowledge and CPR skill retention five months post-training among athletic coaches. In addition, the study assessed whether the number of years certified in CPR had an association with CPR skill performance scores five months post-training. Design and Setting: This prospective cohort study was performed over a five-month period. Participants: The study was conducted among 19 NCAA Division III athletic coaches. Intervention: All participants attended an American Red Cross CPR training immediately followed by an initial knowledge and skills assessment. Five months later, participants completed the same knowledge and skills assessment again. Participants completed a survey to submit the number of years they had been certified in CPR. Main Outcome Measure(s): Paired samples t-tests were used to assess the change in CPR knowledge (t(18)=4.42, p<.001) and skill performance (t(18)=0.62, p>0.05) scores over a five-month period. A multiple linear regression analysis assessed whether the number of years certified in CPR had an association with CPR skill performance scores five months post-training (F(2,16)=3.64, p=0.05) with an R2 of 0.23. The multiple linear regression analysis was examined after controlling for the initial scores (t =-1.75, p>0.05). Results: The data analysis found a significant decrease in CPR knowledge performance with no significant difference in CPR skill performance from the initial to five-month follow-up assessments. The results did not suggest a significant association between the number of years certified in CPR and CPR skill retention. Conclusion: This study suggests that refresher trainings may be beneficial among athletic coaches to improve CPR knowledge and skill retention.