Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?

Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?

Abstract Background Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial ef...

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Bibliographic Details
Main Authors: Campbell R. Bego, Keith B. Lyle, Patricia A. S. Ralston, Jason C. Immekus, Raymond J. Chastain, Lora D. Haynes, Lenore K. Hoyt, Rachel M. Pigg, Shira D. Rabin, Matthew W. Scobee, Thomas L. Starr
Format: Article
Language:English
Published: SpringerOpen 2024-02-01
Series:International Journal of STEM Education
Subjects:
Spaced retrieval practice
STEM education
Applied research
Single-paper meta-analysis
Online Access:https://doi.org/10.1186/s40594-024-00468-5

Internet

https://doi.org/10.1186/s40594-024-00468-5

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