Effects of testing versus review on rote and conceptual learning from prose |
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| Authors: | Sally B Bing |
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| Institution: | (1) University of Maryland Eastern Shore, Princess Anne, Maryland, U.S.A.;(2) 101 Olde Fruitland Road, 21801 Salisbury, Maryland, U.S.A. |
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| Abstract: | This study investigated the effect of reading ability level(high, low) and type of study activity (immediate rote test, immediate conceptual test, structured review, unstructured review, no review control) on rote and conceptual learning outcomes. Subjects were 110 sophomore and junior level high school students. The students studied a 2100 word passage and were then given either a posttest (rote or conceptual) or a set of directions leading to structured or unstructured review or a control group filler task. Rote and conceptual delayed retention tests were administered one week later. A 2×5 factorial design was used. Results indicated no significant effects for type of study activity. As expected, high reading ability students performed better than low reading ability students across all conditions. |
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