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 |
| 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. |
|---|---|
| ISSN: | 1469-7874 |
| DOI: | 10.1177/1469787418774185 |
