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Presenter: Lani Matsumura, Poster Presentation
Research Title: How Spacing and Self-Testing are Related Learning Outcomes in a Large STEM Course Faculty Advisor: Rachel Baker, Mark Warschauer Abstract If students want to achieve their educational learning goals, it is important that they understand effective study techniques. Two of the most effective strategies for students to successfully learn and remember information are spacing and self-testing. The purpose of this research project was to determine how students’ study skills were related to learning outcomes in three large sections of a lower- division Biology course at UC Irvine. Using pre-survey and post-surveys, students (N = 950) were asked how they approached the learning process. There were decreases in the percentages of students from the pre- to post- surveys who indicated that they prioritize studying for what was most challenging and time-consuming. There was an increase in students who prioritized whatever was due soonest. Students who reported using spacing and self-testing performed better in the course than students who reported cramming and using passive learning strategies such as highlighting and rereading. Comments are closed.
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