The effectiveness of recall strategies in the primary classroom to increase pupils’ self-confidence in knowing and remembering more

Thesis

Studies suggest that retrieval of information from long-term memory through quizzing can improve the amount of information learnt over time. Furthermore, performance in quizzes and tests can be linked to pupil self-confidence at school. This study aimed to investigate this effect through the use of ‘quick quizzes’ in a primary school setting, investigating if recall of information through quizzes increases the amount of information learnt and self-confidence in academic ability. The study involved 165 pupils across 4 year groups, with 2 classes per year group. The intervention administered in the study involved each class starting their foundation subject lessons with a quick quiz, for a six-week unit of work. In each year group, one class completed the quizzes in a written format, with the other completing the quizzes orally. Pupil self-confidence was self-reported at the start and end of the unit of work. The results showed that there were no significant differences in the amount of information recalled between the written and oral conditions, however, more pupils from the written condition felt that the quick quizzes contributed to increasing their self-confidence in the topic. Furthermore, teachers found the quizzes to be very successful as an assessment tool in their classrooms. These findings suggest that using recall strategies such as quick quizzes can contribute to a positive classroom environment in which pupils feel self-confident in their learning and that the method of administering these quizzes should be considered for maximum benefit.

Authors: Pearson, E

• DOI: 10.5287/ora-ervngr6dv
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT 2022
• Subjects: Education