Retrieval practice and retention of course content in a middle school science classroom

Thomas Rowley, Matthew T. McCrudden

Research output: Contribution to journalArticlepeer-review

Abstract

We investigated the effect of retrieval practice (i.e., the use of testing to enhance learning) by middle school students on science learning in an authentic educational setting. For initial study, all students (n = 39) read a science text and made study notes about the text, a regular study activity in their course. For restudy (2 days later), students either copied their notes or did retrieval practice. For the final test (an additional 2 days later), all students did a recall task from memory. Students in the retrieval practice condition showed better retention of information than students in the copy condition. These results add to a growing body of research on the use of retrieval practice as an effective learning tool for retention within authentic school settings.

Original languageEnglish (US)
Pages (from-to)1510-1515
Number of pages6
JournalApplied Cognitive Psychology
Volume34
Issue number6
DOIs
StatePublished - Nov 1 2020

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)

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