A Classroom Study on the Relationship between Student Achievement and Retrieval-Enhanced Learning

Autor/inn/en	Carpenter, Shana K.; Lund, Terry J. S.; Coffman, Clark R.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.
Titel	A Classroom Study on the Relationship between Student Achievement and Retrieval-Enhanced Learning
Quelle	In: Educational Psychology Review, 28 (2016) 2, S.353-375 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9311-9
Schlagwörter	Undergraduate Students; Introductory Courses; Biology; Academic Achievement; Learning Processes; Information Retrieval; Large Group Instruction; Individual Differences; Feedback (Response); Tests; Outcomes of Education; Metacognition; Class Activities; Prediction; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Einführungskurs; Biologie; Schulleistung; Learning process; Lernprozess; Individueller Unterschied; Examination; Prüfung; Examen; Lernleistung; Schulerfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01