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 Co-Chair (if applicable)
George, Casey
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
