The Impact of Retrieval Practice on Student Achievement in a Middle School Science Classroom
Date of Award
Fall 12-18-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Jodee Lund
Abstract
The purpose of this study was to examine the impact of retrieval practice on achievement and test anxiety in middle school science students. This study examined the effects of retrieval practice on end of unit assessment achievement and on students’ test anxiety. The participants in this study had one unit without retrieval practice and another unit with retrieval practice. Both units included a survey at the end of the unit which asked students about their test anxiety. Three low-stakes ungraded quizzes were given the day after new information is presented as part of the implementation of retrieval practice in unit two. Retrieval practice increased student achievement on end of unit assessments by 1.3% and improved the scores of 55% of the participants. Test anxiety decreased or stayed the same for 82% of the participants. The average number of yes responses on the test anxiety survey decreased by 16.67%. Four participants reported no anxiety on the unit one assessment and six participants reported no anxiety on the unit two assessment. Retrieval practice has a positive impact on student achievement and test anxiety in the middle school science classroom.
Recommended Citation
Perala, Rob, "The Impact of Retrieval Practice on Student Achievement in a Middle School Science Classroom" (2020). Dissertations, Theses, and Projects. 444.
https://red.mnstate.edu/thesis/444