Effects of study time and levels of processing on test performance

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dc.contributor.advisor Butler, Darrell L., 1949-
dc.contributor.author Cole, Zachary J.
dc.date.accessioned 2016-05-10T12:50:24Z
dc.date.available 2016-05-10T12:50:24Z
dc.date.issued 2016-05-07
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/200173
dc.description.abstract Increased study time and deeper levels of understanding lead to improved test performance. Some research has suggested that deeper levels of processing were a consequence of increased study time, which led to improved test performance. However, educational research suggests that study strategy is more indicative of academic performance than study time. Two experiments were conducted in order to disentangle the effects of study time and study strategy on test performance. For both experiments, participants read an article, were randomly assigned to study elaboration or memorization flashcards, and took a test. In Experiment 1, study time was not controlled. Experiment 2 followed the same procedure as Experiment 1, except participants were randomly assigned to study for 7.5 or 15 minutes. For Experiment 1, the elaboration group studied longer (t(68) = 2.06, p = .046, Cohen’s d = .44), but spent less time than the memorization group processing the study material (t(68) = 3.04, p = .003, Cohen’s d = .73). The elaboration and memorization groups scored better on the test than the control group (χ2 (2, N = 97) = 23.71, p < .001, Cramer’s V = .25). For Experiment 2, the extended study group scored better than the brief study group (F (1, 119) = 7.62, p = .006, ɳ2p = .06), and the elaboration group scored better than the memorization group (F (1, 119) = 16.25, p < .001, ɳ2p = .12). These results were supported when the test scores were adjusted for the number of words in the study materials. These findings suggest that study time and study strategy acted independently to affect test performance. Additionally, the effect of total time appeared to be nullified when processing time was not controlled. en_US
dc.description.sponsorship Department of Psychological Science
dc.subject.lcsh Study skills.
dc.subject.lcsh Learning, Psychology of.
dc.subject.lcsh Achievement tests.
dc.title Effects of study time and levels of processing on test performance en_US
dc.description.degree Thesis (M.A.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1812921

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  • Master's Theses [5293]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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