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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/7008
Title: The Testing Effect for Learning Principles and Procedures from Texts
Authors: Dirkx, Kim
Kester, Liesbeth
Kirschner, Paul A.
Keywords: testing-effect
application
mathematics
retention
Issue Date: Mar-2014
Publisher: Routledge
Citation: Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2014). The Testing Effect for Learning Principles and Procedures from Texts. The Journal of Educational Research, 107(5), 357-364. doi:10.1080/00220671.2013.823370
Abstract: The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second time. Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning.
URI: http://hdl.handle.net/1820/7008
Appears in Collections:1. FEEEL Publications, books and conference papers

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