Title

An Examination of the Testing and Spacing Effects in a Middle Grades Social Studies Classroom.

Campus

Gainesville

Publication date

7-2017

Publisher

Georgia Educational Researcher

Book or Journal Information

Vol. 14, Iss. 1 , Article 4.

Keywords

spacing effect, testing effect, short answer, multiple choice, middle grades

Abstract

This study investigates the relation between review spacing and question format on student retention. Participants in an 8th grade Georgia Studies class reviewed previously learned material either in one sitting (massed review) or in multiple sessions (spaced review). Following the review, each participant answered questions either in multiple choice or short answer format. Subsequent to answering the questions, all students received feedback. One week following the completion of the reviews, students were given a post test. One month after the post test, students were given a final test. Pre-, post- and final tests were identical and no treatment occurred between the posttest and the final test. Correlational analyses of review spacing and question format suggest that spaced review is positively related to success on the posttest. There was no such finding related to massed review or question format on the posttest. Additionally, neither review spacing or question format had any correlational effect on the final test. Results suggest that spaced review is beneficial, but that the benefit is lost over time.

Author Biography

Mary Liming is a public school teacher and graduate alumni at the University of North Georgia. Josh Cuevas is a professor and educational psychologist at the University of North Georgia

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An Examination of the Testing and Spacing Effects in a Middle Grades Social Studies Classroom.

This study investigates the relation between review spacing and question format on student retention. Participants in an 8th grade Georgia Studies class reviewed previously learned material either in one sitting (massed review) or in multiple sessions (spaced review). Following the review, each participant answered questions either in multiple choice or short answer format. Subsequent to answering the questions, all students received feedback. One week following the completion of the reviews, students were given a post test. One month after the post test, students were given a final test. Pre-, post- and final tests were identical and no treatment occurred between the posttest and the final test. Correlational analyses of review spacing and question format suggest that spaced review is positively related to success on the posttest. There was no such finding related to massed review or question format on the posttest. Additionally, neither review spacing or question format had any correlational effect on the final test. Results suggest that spaced review is beneficial, but that the benefit is lost over time.