The group that studied once clearly had the worst long-term retention, and there wasn't much difference between the repeated study and concept mapping groups.
However, retrieval practice emerged as the clear winner, surpassing all three groups by a significant margin. Collapsed across question types, retrieval practice had a 50%
improvement over concept mapping.
Interestingly, the metacognitive predictions were extremely inaccurate. Repeated study was expected to yield the highest long-term retention, while the retrieval practice was expected to fare the worst. Additionally, the perceived effectiveness of studying once and concept mapping was overestimated.
These predictions illustrate the false sense of understanding that arises with encoding methods. Students may believe that they have fully grasped the content, but in reality, they've only familiarized themselves with the surface-level information without truly comprehending its deeper meaning.
Many students often rely on repeated study methods and experience burnout as a result. However, consider the possibility of achieving significantly higher grades on your exams by investing a fraction of the time through the use of active recall. This experiment clearly demonstrates the potential benefits of active recall in improving academic performance.
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Prepared exclusively for minh-khanh.vu@hotmail.com Transaction: JUN4177