Toward cross-disciplinary translation of the testing effect: A systematic replication.

Area of Science:

• Cognitive Psychology
• Behavior Analysis
• Educational Psychology

Background:

• The testing effect, a cognitive psychology phenomenon, demonstrates improved long-term retention via active recall.
• Previous research established the testing effect, but its application within a behavior-analytic framework required further investigation.
• Understanding how quiz frequency impacts academic behaviors is crucial for educational interventions.

Purpose of the Study:

• To replicate the testing effect within a behavior-analytic context.
• To evaluate the impact of quiz frequency (number of questions) on academic performance and behaviors.
• To examine the influence of quizzes on college students' exam results and study habits.

Main Methods:

• A within-subject experimental design was employed with students in an upper-level behavior analysis course.
• Participants experienced three conditions: no quizzes, 5-question quizzes, and 10-question quizzes.
• Exam performance and academic behaviors (class participation, studying) were measured across conditions.

Main Results:

• Implementing quizzes significantly improved students' exam performance, confirming the testing effect in behavior analysis.
• Quizzes also positively influenced certain academic behaviors, such as class participation and studying.
• The number of quiz questions (5 vs. 10) did not yield differential effects on performance improvements.

Conclusions:

• The testing effect is replicable and beneficial within a behavior-analytic educational setting.
• Regular quizzing can enhance academic outcomes, irrespective of the specific number of questions per quiz.
• Findings support the integration of low-stakes testing into behavior analysis curricula to boost learning.