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

Autor/inn/en	Agarwal, Pooja K.; Nunes, Ludmila D.; Blunt, Janell R.
Titel	Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms
Quelle	In: Educational Psychology Review, 33 (2021) 4, S.1409-1453 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agarwal, Pooja K.) ORCID (Nunes, Ludmila D.) ORCID (Blunt, Janell R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-021-09595-9
Schlagwörter	Educational Research; Information Retrieval; Effect Size; Instructional Program Divisions; Research Design; Test Format; Feedback (Response) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Testentwicklung
Abstract	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 2000 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 = 5374, 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01