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Do Spacing and Self-Testing Predict Learning Outcomes?

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Title: Do Spacing and Self-Testing Predict Learning Outcomes?
Language: English
Authors: Rodriguez, Fernando, Kataoka, Sabrina, Janet Rivas, Mariela, Kadandale, Pavan, Nili, Amanda, Warschauer, Mark
Source: Active Learning in Higher Education. Mar 2021 22(1):77-91.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1535300
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Intervals, Independent Study, Learning Strategies, Study Habits, Testing, Self Evaluation (Individuals), Grades (Scholastic), Academic Achievement, Active Learning, College Students
DOI: 10.1177/1469787418774185
ISSN: 1469-7874
Abstract: Studies have demonstrated that utilizing spacing (spreading out study sessions at regular intervals) and self-testing strategies are optimal for learning. While some applied work has examined the relationship between these strategies on general academic achievement, there is still a need to explore how both spacing and self-testing are related to course-level learning outcomes. The goal of this study was to examine whether utilizing spacing and self-testing strategies was related to final course grade. Participants were asked to report the study strategies they utilized during the course. We found no relationship between using spacing strategies and final course grade. However, self-testing was significantly related to higher final course grades. The relationship between self-testing and final course grade remained significant even after accounting for demographic differences and prior academic achievement. Our results suggest that self-testing strategies can enhance learning even in a highly structured course.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1286314
Database: ERIC
FullText Text:
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  Data: Do Spacing and Self-Testing Predict Learning Outcomes?
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  Data: <searchLink fieldCode="SO" term="%22Active+Learning+in+Higher+Education%22"><i>Active Learning in Higher Education</i></searchLink>. Mar 2021 22(1):77-91.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Intervals%22">Intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: 10.1177/1469787418774185
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Studies have demonstrated that utilizing spacing (spreading out study sessions at regular intervals) and self-testing strategies are optimal for learning. While some applied work has examined the relationship between these strategies on general academic achievement, there is still a need to explore how both spacing and self-testing are related to course-level learning outcomes. The goal of this study was to examine whether utilizing spacing and self-testing strategies was related to final course grade. Participants were asked to report the study strategies they utilized during the course. We found no relationship between using spacing strategies and final course grade. However, self-testing was significantly related to higher final course grades. The relationship between self-testing and final course grade remained significant even after accounting for demographic differences and prior academic achievement. Our results suggest that self-testing strategies can enhance learning even in a highly structured course.
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      – SubjectFull: College Students
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