Improving Student Performance in College Courses: Two Approaches to Integrating Spacing and Retrieval Practice.
Abstract
Students are entering higher education at a higher rate than ever before, and many do not succeed in their courses and do not finish, and a disproportionate number are from underrepresented backgrounds (National Center for Education Statistics, 2019). Educational and cognitive psychologists have some specific recommendations for educators about how to improve student learning outcomes in higher education. Two of those that appear most frequently in the literature are retrieval practice and spacing (e.g. Adesope, Trevisan, & Sundararajan, 2017; Dunlosky & Rawson, 2015; Dunlosky et al., 2013; McDaniel, Roediger, & McDermott, 2007). These strategies are considered “content-general” and “high quality” (Dunlosky et al., 2013; Dunlosky & Rawson, 2015). This dissertation focuses on two ways to improve student learning in college courses by integrating spacing and self-testing into the classroom. First, clicker technology is an accessible way to use retrieval practice in large lectures (Lantz, 2010; Mayer et al., 2008; Son & Rivas, 2016). Study 1 uses a large data set to estimate the effect of using clickers on student performance and persistence in the course of science, technology, engineering, and mathematics (STEM) instruction. Results from Study 1 demonstrate that clickers do not appear to be associated with better student performance or student retention in STEM courses. The particular way instructors use clickers also did not appear to be associated with better student outcomes. Study 2 shows two random assignment experiments performed in a biology course attempted to encourage students to use spacing and self-testing when studying for exams. Results show a benefit for performance for two versions of study skills intervention in one study, but no benefit for self-reported study strategies or learning management system (LMS) behaviors. Lastly, Study 3 expands and modifies the study skills intervention for an online public health course. This study includes a more interactive tutorial intended to catch students’ attention and support their understanding of the study strategies. Results show no effect on performance, some positive effects of self-reported study strategies, and reduction in LMS activity for the treatment group in one of the two courses.