Spaced quizzing increases end-of-semester retention of calculus learning objectives relative to massed quizzing¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Students scored higher on the criterial test for spaced objectives (M = 0.77) than massed objectives (M = 0.71), a statistically significant difference with Hedges' gav = 0.32. → Keith B. Lyle 2022

Evidence¶

Keith B. Lyle 2022¶

Keith B. Lyle, Campbell R. Bego, Patricia A. S. Ralston, Jason C. Immekus. (2022). Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09677-2

q3 · i1 · causal · r2

Within-participants classroom experiment in a Fall 2020 calculus course for engineering undergraduates (N = 180 analyzed); paired t test on end-of-semester criterial test scores showed "higher on spaced objectives" with Hedges' gav = 0.32 and a common-language effect size of 63.5%.

"Mean performance was higher on spaced objectives (M = 0.77, SD = 0.17) than massed objectives (M = 0.71, SD = 0.18). This difference was statistically significant, t(179) = 4.64, p < 0.001, Hedges' gav = 0.32."

Discussion¶

Related Claims¶

• The spacing-induced practice decrement is confined to the first two quiz questions, with no significant difference on the third — related
• Spaced quizzing reduces overall performance on calculus practice quizzes relative to massed quizzing — related
• Spaced Retrieval Improves Retention — a broader claim this one bears on
• Weekly spaced recall quizzes on fundamental concepts significantly improve 6-month retention of those concepts in a precalculus course — related
• Spaced retrieval practice produces better final retention than massed retrieval even though spacing lowers initial retrieval success, and more absolute spacing enhances long-term retention — a broader claim this one bears on