Testing Effect in a College Class

The present study aimed to investigate the "testing effect" in a regular college class. The research question was whether there were any differences in unit tests performance under different learning conditions. Thirty-three college students at a Midwest university participated in the pres...

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Bibliographic Details
Main Author Chang, Sau Hou
Format Report
LanguageEnglish
Published 01.07.2013
Subjects
Achievement Gains
College Students
Educational Environment
Intermode Differences
Learning Strategies
Lecture Method
Outcome Measures
Predictor Variables
Pretests Posttests
Scores
Statistical Significance
Teaching Methods
United States (Midwest)
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Summary:The present study aimed to investigate the "testing effect" in a regular college class. The research question was whether there were any differences in unit tests performance under different learning conditions. Thirty-three college students at a Midwest university participated in the present study. A repeated measures analysis of variance (ANOVA) was used with the independent variable of learning conditions (study-study, test-test and control). The dependent variables were three unit tests. Results showed that the mean unit test score in the test-test condition (66.29%) was significantly higher than that in the study-study condition (59.47%). However, the mean unit test score in the control condition (61.52%) did not differ from those in the test-test condition and study-study condition. Students rated the pre-/post-tests in the test-test condition (5.9), and the control condition when they were given only lecture notes (5.13) more helpful than the pre-/post-study statements in the study-study condition (3.97).