Interleaving Retrieval Practice Promotes Science Learning

Faria Sana, Veronica X. Yan

Research output: Contribution to journalJournal Articlepeer-review

10 Citations (Scopus)


Can interleaved retrieval practice enhance learning in classrooms? Across a 4-week period, ninth- through 12th-grade students (N = 155) took a weekly quiz in their science courses that tested half of the concepts taught that week. Questions on each quiz were either blocked by concept or interleaved with different concepts. A month after the final quiz, students were tested on the concepts covered in the 4-week period. Replicating the retrieval-practice effect, results showed that participants performed better on concepts that had been on blocked quizzes (M = 54%, SD = 28%) than on concepts that had not been quizzed (M = 47%, SD = 20%; d = 0.30). Interleaved quizzes led to even greater benefits: Participants performed better on concepts that had been on interleaved quizzes (M = 63%, SD = 26%) than on concepts that had been on blocked quizzes (d = 0.35). These results demonstrate a cost-effective strategy to promote classroom learning.

Original languageEnglish
Pages (from-to)782-788
Number of pages7
JournalPsychological Science
Issue number5
Publication statusPublished - May 2022


  • classroom learning
  • interleaving
  • open data
  • open materials
  • retrieval practice


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