Spaced Retrieval Practice Improves Engineering Student Performance in Physics

Spaced retrieval practice is an evidence-based learning technique that has the potential to improve student learning and memory in undergraduate courses. However, studies in STEM courses are limited, and results from available studies are inconsistent [1]. This paper presents such a study in an introductory physics course for engineering students, answering the following research question: Does spaced retrieval practice improve engineering student learning in physics? Students answered quiz questions that were administered in massed and spaced conditions throughout the semester, and then took a criterial test at the end of the semester. Results showed that spacing significantly improved student performance, with a mean gain of 3.4% in the spaced condition over the massed condition. This result is particularly interesting because a null effect of spacing was previously obtained in a similar physics course taken by non-engineering students [2]. Potential implications are discussed.