Learning
Edition 11 | November 2025
Edu- Praxis
The articles in this section let you dive into fascinating educational
research and uncover its practical applications in the classroom.
About Retrieval Practice
Table of Contents:
The Study
Researchers at Washington University examined how different study strategies influence learning and memory. One of these, known as Retrieval Practice (sometimes called The Testing Effect), refers to the process of actively recalling information rather than passively reviewing it.
The study compared students who revised by simply reading and re-reading key passages with those who studied once and then practised retrieving answers to questions. Beyond test performance, researchers also measured how effective and engaging the students found each method.
The Main Findings
Students who studied once and then used retrieval practice performed at least 30% better on tests held 2–7 days later compared to those who only re-read material.
The longer the retention period, the stronger the impact of retrieval practice.
In contrast, reading became progressively less effective the longer students needed to retain the information.
Despite this, students were more likely to believe that re-reading was effective—even though those who used retrieval practice remembered over 50% more than those who did not.
Students who used retrieval practice also reported finding their revision more interesting and engaging than those who only read.
(Ref: Roediger & Karpicke, 2006, Psychological Science)
Related Research
Retrieval practice has been one of the most consistently replicated findings in educational psychology for over a century. Its benefits are particularly evident under exam stress and can be strengthened further when students receive immediate feedback, allowing them to pinpoint and correct gaps in understanding.
Other studies show that simulating exam conditions while practising retrieval improves recall in real exams. In short, the more you practise remembering, the better you become at remembering.
Classroom Implications
This study reinforces the need to teach students how to study, not just what to study. Many learners gravitate toward familiar but ineffective methods unless explicitly guided toward evidence-based strategies like retrieval practice.
Teachers can help by integrating low-stakes quizzes, exit slips, or ‘brain dumps’ into daily lessons—short recall opportunities that strengthen long-term learning without the pressure of grades.
As the researchers note, regular testing naturally leads students to space out their study sessions—another powerful learning strategy that boosts retention far more than last-minute cramming.
Ultimately, the message is simple yet transformative:
Studying isn’t just for tests. Tests are tools that make studying itself more powerful.
Reference
Roediger & Karpicke, 2006, Psychological Science
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