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A new study has come out which basically finds that students will be more likely to use retrieval practice as a studying strategy if you explain the reasoning behind it and why it works.
I’ve previously written about how I’ve done something similar, and had similar success. My post shares the Read Aloud I shared with students, and I’ll share below more details what the study’s authors did.
But, really, the far more important point this study makes is that our students, like us, are more likely to do something if we’re shown it’s in our self-interest to do so OR, even if it’s not in our direct self-interest, we’re more likely to do it if someone has taken the time to respect us by explaining a logical reason for their request.
Whether it’s related to getting students to use retrieval practice, or getting English Language Learner students to reduce their use of Google Translate when writing, or encouraging students to choose more diverse small groups, our students deserve these explanations – even if is “harder” than just telling them what to do.
Okay, getting back to the study on retrieval practice.
The study’s abstract refers to their doing an “instructional intervention” to help students understand the value of retrieval practice.
Unfortunately, it’s behind a paywall, but I discovered that ChatGPT can get behind those paywalls.
I asked it:
“What instructional guidance was provided to students in the study “Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention,”
Here is its response (of course, I do not know if its answer is accurate, but it sounds in the ballpark and it similar to what I tell my students):
In the study “Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention,” the instructional guidance provided to participants aimed to enhance their use of retrieval practice by making them more aware of its benefits. The specific guidance included explanations of how retrieval practice works and why it is beneficial for learning. Participants were informed that:
Active Recall Enhances Memory: They were told that retrieving information from memory (as opposed to simply re-reading or reviewing notes) strengthens their retention of that information over time.
Difficulty in Retrieval Is Beneficial: The instructions emphasized that the effort involved in recalling difficult material is not a sign of failure but rather a sign that learning is taking place. Struggling with recall actually improves memory retention, especially with more complex or difficult material.
Spacing and Repeated Practice: They were also guided on the importance of spacing out retrieval attempts over time, rather than cramming. Repeated practice, with time intervals between recall attempts, was highlighted as a more effective learning strategy.
Application to Both Easy and Difficult Material: The instructions encouraged participants to apply retrieval practice to both easy and difficult materials, explaining that while it might feel more challenging with difficult material, the long-term benefits were even greater.
By providing this detailed instructional intervention, the researchers aimed to make learners more strategic in using retrieval practice, helping them see that struggling with difficult content is part of the learning process, not a sign of failure. This guidance was key to improving how effectively participants applied retrieval practice across different difficulty levels.
I’m adding this info to The Best Resources For Learning About Retrieval Practice.
A new study has come out which basically finds that students will be more likely to use retrieval practice as a studying strategy if you explain the reasoning behind it and why it works. I’ve previously written about how I’ve done something similar, and had similar success. My post shares the Read Aloud I research studies Larry Ferlazzo’s Websites of the Day…