Test-based learning and motivation: An experimental study of Nature-oriented subjects teaching in authentic classrooms

This study examines how the method affects long-term knowledge retention and motivation in science education for grades 4–6, compared to other repetition strategies, and whether cognitive ability influences its effectiveness. Six school classes will practice repetition using three methods: passive (teacher-led narration), test-based (students attempt to recall), and elaborative (active work, such as copying text).

The study follows a within-subject design where all students experience all methods in different subjects over 15 weeks. Learning outcomes will be measured through tests 30 days after the last session, while motivation will be assessed using a questionnaire. Teachers' experiences will be explored through focus group interviews. The findings will contribute to understanding the ecological validity of test-based learning and its potential for systematic implementation in schools.