Abstract
AbstractThe purpose of this study was to determine whether tests would result in greater retention of research concepts and procedures than written exercises. Students in an introductory educational research course (N=126) were randomly assigned to one of three treatment conditions: 1) written exercises only, 2) short-answer tests, or 3) individual choice. A one-way ANOVA indicated that there was a significant difference among the three groups on a surprise final examination. Application of Scheffe’s multiple comparison procedure indicated that students in the test condition retained significantly more than students in both the written exercise condition and choice condition.
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