Year: 1980
Type: dissertation
Abstract: Two experiments demonstrated that carefully programmed review tests can result in 90% mastery of course objectives. Introductory psychology students participated in two group comparisons of the effectiveness of review tests versus no review tests. Review tests were programmed in that difficult items were repeated on several review tests. In both studies, students taking review quizzes outperformed students not taking review quizzes on final examinations. In addition, students not taking review quizzes were more likely to drop the course.
Author: Terry E. McSween
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2627072349