Students who spaced their study more also performed better on the MOOC final exam¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Spacing is a significant positive predictor of final exam grade, controlling for total time spent in the course, retention interval, and pretest score. → Paulo F. Carvalho 2020

Evidence¶

Paulo F. Carvalho 2020¶

Paulo F. Carvalho, Faria Sana and Veronica X. Yan. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Science of Learning 5:2. https://doi.org/10.1038/s41539-020-0061-1

q2 · i1 · associational · r2

A second regression on the same MOOC dataset predicted final exam grade from spacing with the same covariates. The article reports "students who spaced their study more also performed better in the final exam, β = 0.13".

"A similar regression model was conducted to predict final exam grade and showed the same pattern of results: students who spaced their study more also performed better in the final exam, β = 0.13, SE = 0.05, t(727) = 2.76, p < 0.01, controlling for total time spent in the course, retention interval, and pretest score."

Discussion¶

Related Claims¶

• Higher-ability students are more likely to space their study in a self-regulated online course — related
• In a self-regulated MOOC, spacing study across more sessions predicts higher unit quiz performance within participants — related
• Shorter retention intervals predict higher quiz grades, and the spacing benefit holds even at short retention intervals — related
• Students who complete more practice activities also tend to space their study more — related