Testing the Testing Effect in Electrical Science with Learning Approach as a Factor

Abstract

AbstractThe application of retrieval practice to electrical science education has been shown to be effective for student learning. While research is beginning to emerge in classroom contexts, the learning approach of students taking electrical science has not been considered as a factor when participating in retrieval practice. This research paper addresses this gap and presents a study of n = 207 students in a within-group design and the impact of retrieval practice within a practice testing learning framework on their subsequent performance in a high stake’s unseen criterion test. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was administered with n = 88 responses to determine learning approach before retrieval practice participation with an average score (Standard deviation) on Deep Approach = 29.32 (9.06) with Surface Approach = 22.53 (7.72). Students reported using a mix of deep and surface approaches with retrieval practice enhancing performance. The findings from this study support the application of retrieval practice to enhance learning in electrical science and provides guidelines for future educational research on retrieval practice in electrical science and other domains.KeywordsTesting effectRetrieval practicePractice testing learning frameworkElectrical scienceLearning approach