Student creation of techniques to make learning stick: an inquiry into the impact of student created techniques on student retrieval and application of knowledge in history

Thesis

This paper details school-based research carried out to gather students’ perceptions about how subject knowledge is retained and their perception of low stakes tests. The intervention was carried out with a sample of 64 students in Year 9, where two history teachers collaborated to construct and implement low stakes tests and evaluate their effect upon students’ analytical writing. One class of 32 students also experimented with three techniques for remembering key information; dual coding; elaboration and using concrete examples. Questionnaires were employed to gather preconceptions at the start of the research project and at the end to evaluate any change in student views, this led to both qualitative and quantitative data; data was also gather via qualitative techniques via semi-structured interviews with eleven students in two focus groups. Most students valued being able to choose the method of remembering the key information. Most students value repetition of retrieval tasks to embed substantive knowledge, however there was debate about the value of low stakes testing. Overall, students creating and evaluating their own techniques of remembering learning seemed to boost their self-confidence and lead to retention of knowledge over time. The key findings from this study have been collated to inform future use of low stake testing and analysing student essay writing.

Authors: Salter, C

• DOI: 10.5287/ora-ae5gjxebp
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT 2018
• Subjects: Education