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Successive Relearning Improves Performance on a High-Stakes Exam in a Difficult Biopsychology Course

Janes, Jessica L
http://rave.ohiolink.edu/etdc/view?acc_num=kent1555593773001858

Abstract Details

2019, MA, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
Successive relearning combines two effective learning techniques (retrieval practice and spaced practice) and involves practicing material until some level of mastery has been reached on each of multiple occasions. Several laboratory studies have demonstrated the promise of successive relearning for enhancing student learning, but attempts to evaluate its effectiveness in authentic educational contexts are limited. In the current study, we implemented successive relearning in a difficult biopsychology course to examine its effectiveness at enhancing student learning on a high-stakes exam. Students successively relearned some course content via a virtual flashcard program whereas other course content was learned with business-as-usual activities. Outcomes revealed that successive relearning boosted students’ learning of course content by a letter grade. These findings suggest that implementing successive relearning in courses is an effective method of promoting student achievement, and future work may continue to examine its effectiveness across a variety of domains.
John Dunlosky (Advisor)
44 p.
Cognitive Psychology; Educational Technology
successive relearning, retrieval practice, spaced practice, classroom, flash cards

Recommended Citations

Citations

  • Janes, J. L. (2019). Successive Relearning Improves Performance on a High-Stakes Exam in a Difficult Biopsychology Course [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555593773001858

    APA Style (7th edition)

  • Janes, Jessica. Successive Relearning Improves Performance on a High-Stakes Exam in a Difficult Biopsychology Course. 2019. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1555593773001858.

    MLA Style (8th edition)

  • Janes, Jessica. "Successive Relearning Improves Performance on a High-Stakes Exam in a Difficult Biopsychology Course." Master's thesis, Kent State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555593773001858

    Chicago Manual of Style (17th edition)

kent1555593773001858
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© 2019, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.
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