THE EFFECTS OF RETRIEVAL PRACTICE ON RECALL, TEST ANXIETY, CONFIDENCE, PREPAREDNESS AND PERCEIVED KNOWLEDGE

Abstract

Much research has shown that retrieval practice benefits subsequent recall of learned information. This testing effect is enhanced in elaborate retrieval practice, such as short-answer questions (SAQ), compared to superficial retrieval practice, such as multiple-choice questions (MCQ). This study also investigated whether the type of retrieval practice is beneficial in reducing test anxiety. Metacognitive variables like confidence, perceived knowledge and preparedness were also examined. In a within-subjects design, participants read all three passages, then engaged in simple retrieval practice (MCQ), elaborate retrieval practice (SAQ), or no retrieval practice (restudying) after reading each passage. Then recall, test anxiety, preparedness and metacognition were measured. We predicted that retrieval practice would yield better test performance, higher metacognitive ratings, and decreased test anxiety compared to the restudy condition. We also predicted that elaborate retrieval practice (i.e., SAQ) would result in more benefits than simple retrieval practice (i.e., MCQ) and can transfer across test formats. Neither the testing effect nor the elaborative retrieval benefit was replicated. We failed to find any transfer of retrieval practice across test formats. The effects of retrieval practice on test anxiety and metacognition were non-significant too.Future single-trial studies should consider the benefit of methodological elements (e.g. retention intervals and feedback).