Student retention of course content is improved by collaborative-group testing
Student retention of course content is improved by collaborative-group testing
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DOI：
10.1152/advan.00041.2002
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发表时间：
2003-09-01
影响因子：
2.1
通讯作者：
DiCarlo, SE
中科院分区：
文献类型：
--
作者：
Cortright, RN;Collins, HL;DiCarlo, SE
我们最近报告说，协作测试（即小组测试）提高了学生的测验成绩。然而，尚不清楚协作测试是否可以提高学生对课程内容的记忆力。因此，本研究旨在检验协作小组测试可以提高学生对课程内容的记忆力的假设。为了验证这一假设，我们本科运动生理学班的 38 名学生被随机分为两组：A 组（n = 19）和 B 组（n = 19）。在第一轮考试中，两组学生均以个人形式以传统形式回答问题。作为个人完成考试后，A 组的学生立即以两人一组（一组有 3 名学生）回答考试 1 中随机选择的问题子集，以测试协作小组测试对测试表现和学生保留水平的有效性。在下一次考试（第 2 次考试，4 周后）中，两组学生均以个人形式以传统形式回答问题，并回答考试 1 中相同的问题子集。对问题子集进行分析，以确定原始测试材料的保留程度。此外，在以个人身份完成考试后，B 组的学生立即以两人一组的方式回答考试 2 中随机选择的问题子集（一组有 3 名学生）。最后，在下一次考试（第 3 次考试，第 4 周后）中，两组学生均以个人形式回答传统格式的问题，并回答第 2 次考试中相同的问题子集。该方案遵循随机交叉设计，以控制时间和顺序效应。当学生单独完成原始考试时，学生对课程内容的记忆会减少。与此形成鲜明对比的是，当学生以小组形式完成原始考试时，学生的保留率得到了提高（P < 0.05）。结果表明，协作测试是增强学习和提高学生对课程内容的记忆的有效策略。
We recently reported that collaborative testing (i.e., group test taking) increased student performance on quizzes. It is unknown, however, whether collaborative testing improves student retention of course content. Therefore, this study was designed to test the hypotheses that collaborative-group testing improves student retention of course content. To test this hypothesis, our undergraduate exercise physiology class of 38 students was randomly divided into two groups: group A (n = 19) and group B (n = 19). During exam 1, students from both groups answered questions in the traditional format as individuals. Immediately after completing the exam as individuals, students from group A answered a randomly selected subset of questions from exam 1 in groups of two (1 group had 3 students) to test the effectiveness of collaborative-group testing on test performance and level of student retention. On the next exam (exam 2, 4 wk later), students from both groups answered questions in the traditional format as individuals and responded to the same subset of questions from exam 1. The subset of questions was analyzed to determine the level of retention of the original test material. In addition, immediately after completing the exam as individuals, students from group B answered a randomly selected subset of questions from exam 2 in groups of two ( 1 group had 3 students). Finally, on the next exam ( exam 3, 4 wk later), students from both groups answered questions in the traditional format as individuals and responded to the same subset of questions from exam 2. This protocol followed a randomized crossover design to control for time and order effects. Student retention of course content was reduced when students completed the original examinations individually. In sharp contrast, student retention was improved (P < 0.05) when students completed the original examinations in groups. Results suggest that collaborative testing is an effective strategy to enhance learning and increase student retention of course content.