Using retrieval practice as a tool to improve attainment in KS5 Biology

Thesis

Retrieval practice is the act of recalling previously learned knowledge with little or no support (Jones, 2019). It has been shown to improve the retention of information more so than restudying (Roediger and Karpicke, 2006a). Moreover, it can aid the learning of new content too (Pastötter et al., 2011). This study investigated how retrieval practice could be implemented in A-Level Biology lessons, its impact on attainment and students’ perceptions. It was found that retrieval practice could be embedded into lessons relatively easily, in a variety of formats such as quizzes and concept mapping. Generally, students were engaged in the activities but some retrieval activities were better suited to certain topics or points in learning. Students completed past exam questions before and after the retrieval practice activities. After retrieval practice, attainment on the exam questions improved for all students. Additionally, students completed a questionnaire investigating their study habits. Results showed that many students use retrieval practice when studying but that they were unaware of the direct and indirect benefits to learning. Furthermore, students were also employing study strategies deemed low utility by the literature. Overall, their perceptions of study strategies and retrieval practice remained unchanged over the course of the investigation.

Authors: Chiekrie, E

• DOI: 10.5287/ora-b7abv7x5o
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT 2022
• Subjects: Education