TY - JOUR
T1 - Optimizing the efficacy of learning objectives through pretests
AU - Sana, Faria
AU - Forrin, Noah D.
AU - Sharma, Mrinalini
AU - Dubljevic, Tamara
AU - Ho, Peter
AU - Jalil, Ezza
AU - Kim, Joseph A.
N1 - Publisher Copyright:
© 2020 F. Sana et al
PY - 2020
Y1 - 2020
N2 - Learning objectives (LOs) are statements that typically precede a study session and de-scribe the knowledge students should obtain by the end of the session. Despite their wide-spread use, limited research has investigated the effect of LOs on learning. In three labora-tory experiments, we examined the extent to which LOs improve retention of information. Participants in each experiment read five passages on a neuroscience topic and took a final test that measured how well they retained the information. Presenting LOs before each corresponding passage increased performance on the final test compared with not presenting LOs (experiment 1). Actively presenting LOs increased their pedagogical value: Performance on the final test was highest when participants answered multiple-choice pretest questions compared with when they read traditional LO statements or statements that included target facts (experiment 2). Interestingly, when feedback was provided on pretest responses, performance on the final test decreased, regardless of whether the pre-test format was multiple choice or short answer (experiment 3). Together, these findings suggest that, compared with the passive presentation of LO statements, pretesting (espe-cially without feedback) is a more active method that optimizes learning.
AB - Learning objectives (LOs) are statements that typically precede a study session and de-scribe the knowledge students should obtain by the end of the session. Despite their wide-spread use, limited research has investigated the effect of LOs on learning. In three labora-tory experiments, we examined the extent to which LOs improve retention of information. Participants in each experiment read five passages on a neuroscience topic and took a final test that measured how well they retained the information. Presenting LOs before each corresponding passage increased performance on the final test compared with not presenting LOs (experiment 1). Actively presenting LOs increased their pedagogical value: Performance on the final test was highest when participants answered multiple-choice pretest questions compared with when they read traditional LO statements or statements that included target facts (experiment 2). Interestingly, when feedback was provided on pretest responses, performance on the final test decreased, regardless of whether the pre-test format was multiple choice or short answer (experiment 3). Together, these findings suggest that, compared with the passive presentation of LO statements, pretesting (espe-cially without feedback) is a more active method that optimizes learning.
UR - http://www.scopus.com/inward/record.url?scp=85090251794&partnerID=8YFLogxK
U2 - 10.1187/cbe.19-11-0257
DO - 10.1187/cbe.19-11-0257
M3 - Journal Article
C2 - 32870085
AN - SCOPUS:85090251794
VL - 19
SP - 1
EP - 10
JO - CBE Life Sciences Education
JF - CBE Life Sciences Education
IS - 3
M1 - 43
ER -