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ERIC Number: EJ1100677
Record Type: Journal
Publication Date: 2016-Jun
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1040-726X
A Classroom Study on the Relationship between Student Achievement and Retrieval-Enhanced Learning
Carpenter, Shana K.; Lund, Terry J. S.; Coffman, Clark R.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.
Educational Psychology Review, v28 n2 p353-375 Jun 2016
Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students' learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A