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Fernando Rodriguez is lead author of a new article in Active Learning in Higher Education: "Do Spacing and Self-Testing Predict Learning Outcomes?" Co-authors are Sabrina Kataoka (SoE alumna), Mariela Janet Rivas, Pavan Kadandale, Amanda Nili, and Mark Warschauer. The research for this article was conducted in collaboration with UCI's Ayala School of Biological Sciences.
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. Rodriguez, F., Kataoka, S., Rivas, J., Kadandale, P., Nili, A., & Warschauer, M. (2018). Do spacing and self-testing predict learning outcomes? Active Learning in Higher Education. https://doi.org/10.1177/1469787418774185 Comments are closed.
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