After retrieval practice, undergraduates score significantly higher on lower-order thinking questions than on higher-order thinking questions about a studied passage¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Regardless of retrieval format, reading comprehension was significantly better for lower-order thinking questions (M = 2.93) than higher-order thinking questions (M = 2.62), F(1, 98) = 9.88, p = .002. → Nero 2021

Evidence¶

Nero 2021¶

Nero, C. A., & Zulkiply, N. (2021). The Effects of Retrieval Practice Across Levels of Thinking and Retention Interval on Reading Comprehension. Asian Journal of University Education (AJUE), 17(4). https://doi.org/10.24191/ajue.v17i4.16222

q3 · i? · causal · r2

Within-subjects levels-of-thinking factor of the classroom experiment (100 undergraduates; five lower-order and five higher-order items per format, validated by the course instructor). Results: "significantly better for lower-order thinking questions (M = 2.93) compared to higher-order thinking questions (M = 2.62)", F(1, 98) = 9.88, p = .002.

"results showed that there was a significant difference, F(1, 98) = 9.88, p = .002, indicating that by using retrieval practice during the retrieval practice phase regardless of the formats used, students’ performance in reading comprehension was significantly better for lower-order thinking questions (M = 2.93) compared to higher-order thinking questions (M = 2.62)."

Discussion¶

Related Claims¶

• Students perform better overall on LOCS exam questions than on HOCS exam questions — the general claim this finding bears on, with the studies behind it
• Retrieval Practice Improves Transfer
• The effect of retention interval on reading comprehension after retrieval practice does not differ significantly between lower-order and higher-order thinking questions — related
• Retrieval practice format, levels of thinking and retention interval show no significant three-way interaction on undergraduates' reading comprehension — related
• The effect of retrieval practice format on reading comprehension does not differ significantly between lower-order and higher-order thinking questions — related
• Explicitly unfolding higher-order contributions into lower-order concept elements produces deeper conceptual learning opportunities than jumping directly to procedure — related
• Information retrieval questions were consistently easier than comprehension questions across both visualisation formats — related