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The Testing Effect for Learning Principles and Procedures from Texts

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  • Kim J.H. Dirkx
  • Liesbeth Kester
  • Paul A. Kirschner

Abstract

The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second time. Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning.

Suggested Citation

  • Kim J.H. Dirkx & Liesbeth Kester & Paul A. Kirschner, 2014. "The Testing Effect for Learning Principles and Procedures from Texts," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(5), pages 357-364, August.
    • Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:357-364
    DOI: 10.1080/00220671.2013.823370
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    Cited by:

    1. Sameer Aljabri, 2024. "Timing of feedback and retrieval practice: a laboratory study with EFL students," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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