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

We investigate how the method affects knowledge retention in long-term memory and motivation in science for grades 4–6, compared with other retrieval strategies, and whether students’ cognitive ability influences the benefit. Twelve school classes review instruction using two different methods: whole-class instruction, where the teacher explains and asks questions to the entire class, and test-based learning, where the review is designed for each student to attempt to recall the material independently.

This is conducted using a within-student design in which all students experience both methods in different subject areas over approximately eight weeks. Learning is measured with tests administered both shortly after the review sessions and about 30 days after the final session. Students’ motivation is measured using a questionnaire, and teachers’ experiences are explored through focus group interviews. With our results, we hope to contribute to the understanding of the ecological validity of test-based learning and its potential for more systematic implementation in schools.

The project group. From left to right: Johan Olofsson Enlöf, Anna Jakobsson, Maria Kjörk, Cecilia Thorsen and Kristoffer Sundberg