THE BENEFITS OF RETRIEVAL-ENHANCED LEARNING

Abstract

The aim of the article is to develop, scientifically substantiate and experimentally test the technology of application of the method of generation (recollection) (testing) in comparison with traditional methods of studying mathematics. To determine the effectiveness of learning and learning processes, the following tools and methods were used: observations, test sheets-tasks, tests with delay, statistical and mathematical research, descriptive analysis of comparison-comparison of results, etc. In this article, we compared the efficiency of mathematics learning and teaching with the retrieval-enhanced (test-enhanced) learning and the traditional, repetitive (re-learning) method. We examined how the retrieval-enhanced learning method can be incorporated into the daily work schedule during mathematics teaching and its effect at a primary school with the Hungarian language of instruction in Transcarpathian region of Ukraine. The educational experiment took place as a part of formal school lessons with content that fit the class curriculum. The same curriculum was used in two parallel classes. In the experimental class, education was conducted in a retrieval-enhanced way while traditionally performed in the control class. During the study in school conditions it was confirmed that retrieval-enhanced (test-enhanced) method (at the end of the lesson, corrective questions, short-, medium- and long-term applications) effectively improves the quantitative and qualitative indicators of the process of acquiring knowledge. In the experimental class, a much larger number of students mastered the requirements of the programme material at a better level than in the control group, i.e. the use of retrieval-enhanced (test-enhanced) method improved their results.