Date on Master's Thesis/Doctoral Dissertation
5-2021
Document Type
Doctoral Dissertation
Degree Name
Ph. D.
Department
Educational Leadership, Evaluation and Organizational Development
Degree Program
Educational Leadership and Organizational Development, PhD
Committee Chair
Immekus, Jason
Committee Member
George, Casey
Committee Member
Lyle, Keith
Committee Member
Shuck, Brad
Author's Keywords
Educational Instruction; active learning; simulation; spaced retrieval practice; self-assessment
Abstract
Purpose/Objectives: Study examined the effects of active engagement (ENG) and spaced retrieval practice (SRP) on the self-assessment (SA) competencies among D1 dental students. Methods: D1 dental students (N = 120) were randomly assigned to one of four treatment conditions (n=30) in this experimental 2X2 research study: no ENG/ no SRP (control); no ENG/ SRP; ENG/no SRP; ENG/ SRP. Outcomes included content mastery (30 item multiple-choice exam) and application knowledge (simulated dentoform assessment) of the course grading rubric for SA. Results: Results indicated a statistically significant main effect for ENG and SRP on both outcome variables. Specifically, ENG had a larger effect than SRP on both outcomes. A significant interaction effect was identified for ENG and SRP on content mastery. Students with ENG scored significantly higher (2.63 points) in content mastery with SRP than without SRP with a moderate effect size (d = 0.48). Students with no ENG scored significantly higher (5.57 points) in content mastery with SRP than without SRP with a large effect size (d = 1.39). Students with SRP scored significantly higher (3.93 points) in content mastery with ENG than without ENG with a moderate effect size (d = 0.63). Students with no SRP scored significantly higher (6.87 points) in content mastery with ENG than without ENG with a large effect size (d = 2.10). Conclusions: Findings shed light on the potential of active ENG and SRP on D1 dental students’ learning outcomes. Subsequent research is suggested on a wider range of dental students and learner topics.
Recommended Citation
Metz, Michael James, "Comparing instructional techniques on memory retention, retrieval, application and self-efficacy of grading criteria used for student self-assessment." (2021). Electronic Theses and Dissertations. Paper 3582.
https://doi.org/10.18297/etd/3582
