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Benefits of Online Textbook Resources Depend on Physiology Students Using Retrieval
Author(s) -
Anderson Lisa Carney,
Keirstead Sue A
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.776.19
Subject(s) - recall , point (geometry) , scale (ratio) , resource (disambiguation) , psychology , mathematics education , computer science , medical education , medicine , mathematics , cognitive psychology , computer network , quantum mechanics , physics , geometry
Retrieval practice is defined as a type of studying technique is which students try to recall what they have learned without consulting an outside resource. A purported method of retrieval practice is the use of supplemental online resources that accompany textbooks. The purpose of this study was to investigate the strategies used by physiology students using online quizzes from website supplementing their course textbook. The hypothesis was that physiology students that used retrieval (trying to figure out the answer first before going to the textbook for help) would score higher course grades than those students who searched for quiz answers in their textbook and online resources. Students who had completed an undergraduate physiology course were sent an online survey about their course experience. Two following reminders were emailed, asking student to complete an online survey. Students were asked to report their physiology course grade, satisfaction with how much they had learned, which resources they had used and how they had used online quizzes: (1) looked answer up online, (2) looked up answers in the textbook, (3) tried to figure out the answer before using the textbook, or (4) only used their recall. Categories (1) and (2) were considered non‐retrieval strategies and categories (3) and (4) were considered retrieval strategies. Students who practiced retrieval strategies achieved a course grade of 3.5 ± 0.6 on a 4 point scale, which was significantly higher (P=.008) than students using non‐retrieval strategies who achieved a grade of 3.1 ± 0.6 on a 4 point scale. These results may indicate that students that use retrieval practice as part of their studying habits perform better on course work. Support or Funding Information No funding to report