Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics

Gabriel X. Martinez

International Review of Economics Education, 2023, vol. 44, issue C

Abstract: Ineffective study strategies breed overconfidence, bad grades, misplaced blame, and little long-term learning. The psychological learning-science literature suggests that pedagogies based on spacing, self-testing, and explanatory questioning push back against these tendencies and improve learning. This hypothesis was tested by comparing the results in “Chalk-and-Talk” versus “Active Learning” microeconomics courses that used learning science insights. In the latter, the better students were more likely to earn As and middle students’ grades averaged about a letter grade higher. Weaker students’ failures and Bs were both more frequent. The quality of comments on the readings and lecture completion were highly significant predictors of over-performance for above-median students. Required practice exams and preparation time were significant predictors of over-performance for below-median students.

Keywords: Science of learning; Spacing; Self-testing; Metacognition; Mastery learning; Academic performance (search for similar items in EconPapers)
JEL-codes: A2 A22 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:44:y:2023:i:c:s1477388023000129

DOI: 10.1016/j.iree.2023.100271

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