The effects of retrieval practice across levels of thinking and retention interval on reading comprehension

The present study examined the effect of different types of retrieval practice on reading comprehension across levels of thinking and retention interval in students. One hundred undergraduates divided into two retention interval groups (short and long retention interval) were asked to read a passage...

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Main Author:	Corrin Alicia, anak Nero
Format:	Thesis
Language:	English English
Published:	2022
Subjects:	L Education (General) Q Science (General)
Online Access:	http://ir.unimas.my/id/eprint/39760/3/3.%20Master%20Thesis_CorrinAlicia%20-%2024pages.pdf http://ir.unimas.my/id/eprint/39760/6/Corrin%20Alicia%20anak%20Nero%20ft.pdf
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spelling	my-unimas-ir.397602023-04-17T07:44:28Z The effects of retrieval practice across levels of thinking and retention interval on reading comprehension 2022-09-15 Corrin Alicia, anak Nero L Education (General) Q Science (General) The present study examined the effect of different types of retrieval practice on reading comprehension across levels of thinking and retention interval in students. One hundred undergraduates divided into two retention interval groups (short and long retention interval) were asked to read a passage on a topic in Cognitive Psychology and were then required to engage in two types of retrieval practice learning strategy (production test and recognition test) and different levels of thinking (lower-order thinking and higher-order thinking). A three-way mixed ANOVA statistical test was used to analyse the data and found no significant difference in reading comprehension across the different types of retrieval practice, suggesting that the performance when using the recognition test was equivalent to when using the production test. The difference in reading comprehension between the different types of retention interval also was not observed, indicating that students in the short retention interval group retained just as much information as those in the long retention interval group. Additionally, the present study observed a significant difference in students’ reading comprehension between different levels of thinking, signifying that the students’ performance for the lower-order thinking questions was better as compared to the higher-order thinking questions. The present finding contributed to the existing body of knowledge in which it suggested that the performance in reading comprehension when using a recognition test, particularly a well-constructed one, with competitive alternatives was equivalent to when using a production test. Universiti Malaysia Sarawak 2022-09 Thesis http://ir.unimas.my/id/eprint/39760/ http://ir.unimas.my/id/eprint/39760/3/3.%20Master%20Thesis_CorrinAlicia%20-%2024pages.pdf text en public http://ir.unimas.my/id/eprint/39760/6/Corrin%20Alicia%20anak%20Nero%20ft.pdf text en validuser masters Universiti Malaysia Sarawak Faculty of Cognitive Sciences and Human Development
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English English
topic	L Education (General) Q Science (General)
spellingShingle	L Education (General) Q Science (General) Corrin Alicia, anak Nero The effects of retrieval practice across levels of thinking and retention interval on reading comprehension
description	The present study examined the effect of different types of retrieval practice on reading comprehension across levels of thinking and retention interval in students. One hundred undergraduates divided into two retention interval groups (short and long retention interval) were asked to read a passage on a topic in Cognitive Psychology and were then required to engage in two types of retrieval practice learning strategy (production test and recognition test) and different levels of thinking (lower-order thinking and higher-order thinking). A three-way mixed ANOVA statistical test was used to analyse the data and found no significant difference in reading comprehension across the different types of retrieval practice, suggesting that the performance when using the recognition test was equivalent to when using the production test. The difference in reading comprehension between the different types of retention interval also was not observed, indicating that students in the short retention interval group retained just as much information as those in the long retention interval group. Additionally, the present study observed a significant difference in students’ reading comprehension between different levels of thinking, signifying that the students’ performance for the lower-order thinking questions was better as compared to the higher-order thinking questions. The present finding contributed to the existing body of knowledge in which it suggested that the performance in reading comprehension when using a recognition test, particularly a well-constructed one, with competitive alternatives was equivalent to when using a production test.
format	Thesis
qualification_level	Master's degree
author	Corrin Alicia, anak Nero
author_facet	Corrin Alicia, anak Nero
author_sort	Corrin Alicia, anak Nero
title	The effects of retrieval practice across levels of thinking and retention interval on reading comprehension
title_short	The effects of retrieval practice across levels of thinking and retention interval on reading comprehension
title_full	The effects of retrieval practice across levels of thinking and retention interval on reading comprehension
title_fullStr	The effects of retrieval practice across levels of thinking and retention interval on reading comprehension
title_full_unstemmed	The effects of retrieval practice across levels of thinking and retention interval on reading comprehension
title_sort	effects of retrieval practice across levels of thinking and retention interval on reading comprehension
granting_institution	Universiti Malaysia Sarawak
granting_department	Faculty of Cognitive Sciences and Human Development
publishDate	2022
url	http://ir.unimas.my/id/eprint/39760/3/3.%20Master%20Thesis_CorrinAlicia%20-%2024pages.pdf http://ir.unimas.my/id/eprint/39760/6/Corrin%20Alicia%20anak%20Nero%20ft.pdf
_version_	1783728514765160448

The effects of retrieval practice across levels of thinking and retention interval on reading comprehension

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