scholarly journals Low-Stakes Quizzes Improve Learning and Reduce Overconfidence in College Students

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Kevin L Kenney ◽  
Heather Bailey
Keyword(s):  
College Students ◽  
Cognitive Psychology ◽  
Student Learning ◽  
Student Performance ◽  
Retrieval Practice ◽  
Final Exam ◽  
Psychology Course ◽  
Improve Student Learning

Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work such that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material.

Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam

2007 ◽  
Vol 34 (3) ◽  
pp. 177-180 ◽  
Author(s):  
R. Eric Landrum
Keyword(s):  
Student Performance ◽  
Introductory Psychology ◽  
Introductory Psychology Student ◽  
Psychology Student ◽  
Final Exam ◽  
Response Options ◽  
Psychology Course

Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half the items previously presented on quizzes; half of those items had the response options scrambled. The performance on similar items on the cumulative final was slightly higher than on the original quiz, and scrambling the response options had little effect. Students strongly supported the quiz a week approach.

scholarly journals Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms

2019 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Ludmila Nunes ◽  
Janell Blunt
Keyword(s):  
Student Learning ◽  
Retrieval Practice ◽  
Operational Definition ◽  
Future Research ◽  
Final Test ◽  
Total N ◽  
Education Levels ◽  
Improved Learning ◽  
Improve Student Learning ◽  
Classroom Time

Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2,000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n = 5,374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.

scholarly journals UPAYA MENINGKATKAN KEMAMPUAN SISWA MENULIS TEKS PROSEDUR MELALUI MODEL PEMBELAJARAN CHAIN WRITING DI SMP

2021 ◽  
Vol 5 (1) ◽  
pp. 6
Author(s):  
Rusino Rusino
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Procedure Text ◽  
Classroom Action Research ◽  
Improve Student Learning

Abstract This classroom action research was conducted in Class IX A SMP Negeri 5 Kubu with a total of 22 students. The objectives to be achieved in this study are to improve students' ability to compile procedural texts, develop effective, efficient and fun learning strategies and learning models, students can actively involve themselves in communication activities by expressing their ideas, opinions and feelings simply both verbally. or written. The technique used in this research is to make observations / observations and give student performance tests in the form of written tests. Then the next goal of Classroom Action Research is to find out to what extent learning through the Chain writing learning model can improve student learning outcomes in writing procedural texts in class IX A at SMP Negeri 5 Kubu. Classroom action research (CAR) was conducted in 2 cycles, from the results of the actions taken were proven to improve student learning outcomes in English lessons by reaching the KKM standard, namely 70. From 64.31% in cycle I, it could increase to 78.63%. in cycle 2. The results of this action research indicate that the chain writing learning model is effective in improving students' skills in writing procedural texts. Keywords: Chain Writing, Learning Model, Student ability, Procedure Text, Writing

scholarly journals A New Hybrid Teaching Model for a Psychology Course

2021 ◽  
Vol 16 (03) ◽  
pp. 206
Author(s):  
Shuyang Hua ◽  
Fulian Liu
Keyword(s):  
College Students ◽  
Student Performance ◽  
Teaching Quality ◽  
Teaching Mode ◽  
Internet Education ◽  
Online Classrooms ◽  
Hybrid Teaching ◽  
Psychology Courses ◽  
Tree Data ◽  
Psychology Course

The current traditional college psychology courses only pay attention to the prevention and correction of the psychological problems of college students, but neglect to let students have a good positive emotion to learn, which is not conducive to the development of psychological potential of students, thus psychology learning cannot achieve the expected results. Based on the psychology blended teaching theory, combined with the entrepreneurial education of college students, a set of PDCA (Plan-Do-Check-Action) teaching mode which adapts to the development needs of "Internet education" is designed, and formed several new methods of teaching, such as "integration of online and offline classroom teaching". In addition, a new performance prediction model based on graph convolution neural network is proposed decision tree data mining methods are used to predict student performance, by extracting user information and high-dimensional information of the knowledge graph, this mode is conducive to platform managers to understand students’ conditions in time and improve teaching quality. This teaching mode dynamically analyzes the internal relationships among learners, teachers, online classrooms, offline classrooms and it can find problems early and provide solutions. It is conducive to improving students' academic performance and learning enthusiasm, and enhancing the ability of college students.

The Effects of Framing Grades on Student Learning and Preferences

2012 ◽  
Vol 39 (3) ◽  
pp. 176-180 ◽  
Author(s):  
Nicole J. Bies-Hernandez
Keyword(s):  
Decision Making ◽  
Cognitive Psychology ◽  
Student Learning ◽  
Framing Effect ◽  
Grading System ◽  
Grading Systems ◽  
Course Syllabi ◽  
System Experiment ◽  
Psychology Courses ◽  
Psychology Course

Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect with more negative impressions of the loss grading system. Experiment 2 demonstrated that framing a grading system in terms of losses negatively influenced learning in actual psychology courses, as this group earned lower grades. This study has potential implications for decision-making theories in cognitive psychology as well as for teaching psychological courses.

Does the Processing Fluency of a Syllabus Affect the Forecasted Grade and Course Difficulty?

2012 ◽  
Vol 110 (3) ◽  
pp. 946-954 ◽  
Author(s):  
R. Kim Guenther
Keyword(s):  
College Students ◽  
Cognitive Psychology ◽  
Statistical Power ◽  
Life Experience ◽  
Real Life ◽  
Processing Fluency ◽  
Cognitive Assessments ◽  
Statistics Course ◽  
Psychology Course ◽  
Course Difficulty

Processing fluency is known to affect a variety of cognitive assessments, but most research has not examined such effects in the context of a real-life experience. In the first experiment, college students, enrolled in either a statistics or cognitive psychology course, read a course syllabus which varied in the clarity of its font and frequency of its vocabulary. Based on the syllabus, students then forecasted their final course grade and the course's difficulty. Despite methodological similarity to other fluency experiments and adequate statistical power, there were no significant differences in forecasts across fluency conditions. Fluency may be discounted in a task which provides information that affects people's lives. This interpretation was bolstered by a second experiment whose participants were students in a statistics course. These students read the cognitive course's syllabus and forecasted better grades and less difficulty in the cognitive course when the font of the syllabus was more clear than unclear.

Generation and Retrieval Practice Effects in the Classroom Using PeerWise

2019 ◽  
Vol 46 (2) ◽  
pp. 121-126 ◽  
Author(s):  
Matthew R. Kelley ◽  
Elizabeth K. Chapman-Orr ◽  
Susanna Calkins ◽  
Robert J. Lemke
Keyword(s):  
Cognitive Psychology ◽  
Retrieval Practice ◽  
Multiple Choice ◽  
Practice Effects ◽  
College Classroom ◽  
Exam Performance ◽  
Multiple Choice Questions ◽  
Online Tool ◽  
Upper Level ◽  
Psychology Course

The present study explored the generation and retrieval practice effects within a college classroom using a free, online tool called PeerWise (PW). PW allows students to create their own multiple-choice questions, share them with peers, and answer the shared questions written by their peers. Forty students from two sections of an upper level cognitive psychology course authored and answered multiple-choice questions as part of a semester-long assignment. Analyses showed reliable generation and retrieval practice effects following PW usage, along with a significant improvement in exam performance.

scholarly journals Preliminary Analysis Of Interteachings Frequent Examinations Component In The Community College Classroom

2014 ◽  
Vol 11 (4) ◽  
pp. 149-156 ◽  
Author(s):  
Theresa A. Felderman
Keyword(s):  
Community College ◽  
Student Learning ◽  
Preliminary Analysis ◽  
Introductory Psychology ◽  
Effective Alternative ◽  
Traditional Lecture ◽  
Course Material ◽  
Exam Scores ◽  
Psychology Course ◽  
Improve Student Learning

Interteaching has shown to be an effective alternative to traditional lecture in a number of studies, but thorough analyses of its components, including frequent exams, is limited. Research suggests that increasing the frequency of exams may improve student learning. This study assessed the effectiveness of interteachings frequent exams component on student exam scores in two introductory psychology course sections at a community college. Six unit exams were given to Section 1 and 12 to Section 2. Both sections received identical pretests and posttests. Although statistically insignificant, Section 2 consistently scored better or equal to Section 1 on all exams. Section 2 also produced a greater difference between pretest and posttest scores. Although not reaching traditionally significant levels, the results suggest that students given frequent exams may achieve higher exam scores and increase retention of overall course material.

scholarly journals Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study

2021 ◽  
Author(s):  
Mohammad B. Azzam ◽  
Ronald A. Easteal
Keyword(s):  
Student Performance ◽  
Educational Software ◽  
Retrieval Practice ◽  
Gross Anatomy ◽  
Final Exam ◽  
Term Retention ◽  
Quasi Experimental ◽  
Long Term Retention ◽  
Gross Anatomy Course

AbstractIt is generally assumed by students that learning takes place during repeated episodes of rereading and rote memorization of course materials. Over the past few decades, however, research has increasingly indicated that the said notion can and should be enhanced with learning paradigms such as retrieval practice (RP). RP occurs when students practice retrieving their consolidated semantic memories by informally testing themselves. This strategy results in the re-encoding and re-consolidation of existing semantic memories, thus strengthening their schemas. The purpose of this quasi-experimental design was to assess the effects of the implementation of RP on student performance on the final exam in a large, undergraduate Gross Anatomy course. It was hypothesized that student participation in RP during class would improve their performance on the final exam in the course. The participants (N = 248) were mainly in Life Sciences, Kinesiology, and Physical Education programs. They answered RP questions using TopHat©, an online educational software platform. The results of this study indicated that student performance on the final exam was enhanced when students engaged in RP. It was concluded that the use of RP effectively enhances learning and long-term retention of semantic memory. In addition to the traditional testing ‘of’ learning, teachers are encouraged to implement testing, in the form of RP, in their classrooms ‘for’ learning.

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