Abstract
Both quizzes and reflections have been found to benefit student learning, but have been typically compared to passive or superficial controls. The purpose of this quasi-experiment is to test the relative effectiveness of brief quizzes followed by reflections compared to longer quizzes. Participants (N = 218) were introductory psychology students enrolled in two different courses, one in which students engaged in weekly brief quizzes and reflections and a second in which students engaged in longer quizzes. Results indicated that the two conditions were similar in effectiveness in terms of learning and self-reports of self-regulation.
Highlights
Instructors who are committed to improving student learning often review the literature and find that many instructional methods may improve student study strategies and subsequent learning
The amount of time students are willing to apply towards a course is finite. Given restraints, is it better to answer more quiz questions thereby covering more content related to exams or to have a shorter quiz followed by a reflection on learning? The current study addresses this question with a quasi-experiment using two large introductory psychology courses
If the results of the current study indicate that reflection benefited performance compared to extended quizzing, it is likely because reflection improved self-regulation
Summary
Instructors who are committed to improving student learning often review the literature and find that many instructional methods may improve student study strategies and subsequent learning. The benefits of these instructional methods are typically compared to passive controls (e.g., Angus & Watson, 2009; Bannert, 2006; Connor-Greene, 2000; Moos & Bonde, 2015; see Di Stefano, Gino, Pisano, & Staats, 2014 for an exception). Instructional time and student study time are limited, so it would be useful for instructors to know which technique is more effective in an authentic class environment. The purpose of this study is to compare the relative benefits of reflection versus extended practice in a college course
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