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ERIC Number: EJ1194632
Record Type: Journal
Publication Date: 2017-Jul
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2471-0059
EISSN: N/A
An Examination of the Testing and Spacing Effects in a Middle Grades Social Studies Classroom
Liming, Mary C.; Cuevas, Joshua
Georgia Educational Researcher, v14 n1 Article 4 p103-136 Jul 2017
This study investigates the relation between review spacing and question format on student retention. Participants in an 8th grade Georgia Studies class reviewed previously learned material either in one sitting (massed review) or in multiple sessions (spaced review). Following the review, each participant answered questions either in multiple choice or short answer format. Subsequent to answering the questions, all students received feedback. One week following the completion of the reviews, students were given a post test. One month after the post test, students were given a final test. Pre-, post- and final tests were identical and no treatment occurred between the posttest and the final test. Correlational analyses of review spacing and question format suggest that spaced review is positively related to success on the posttest. There was no such finding related to massed review or question format on the posttest. Additionally, neither review spacing or question format had any correlational effect on the final test. Results suggest that spaced review is beneficial, but that the benefit is lost over time.
Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A