The nationwide result of standardized tests shows a lack of knowledge among American students. Performance tests indicate that students lack basic skills and are unable to apply concepts. Although the required material for student success has now been added to curricula, educators must recognize that there is a difference between presenting concepts and teaching them effectively. One parameter which influences learning is the time allotted for processing information presented to students. During this processing time, the brain makes connections with other learned concepts to strengthen understanding, thus making them a part of long-term memory. The purpose of this study was to determine if the time to reflect afforded by material being presented in shorter segments resulted in an increase in the achievement levels of students. By allowing their brains time to process and integrate information, the students' ability to learn and understand was maximized.