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Incentives for Retrieval Practice and Exam Performance of College Students

Author

Listed:
  • Mansour, Fady

    (Columbus State University)

  • Milovanska-Farrington, Stefani

    (The University of Tampa)

  • Kattih, Nour

    (Middle Tennessee State University)

  • Saeed, Mohammed

    (King Abdulaziz City for Science and Technology)

Abstract

Literature shows that retrieval of knowledge improves students’ performance on exams (e.g., McDaniel et al. 2007; Roediger et al. 2011). In this study, we provide students in online and face-to-face Principles of Macroeconomics courses with practice questions that resemble the ones given on an actual exam and require a sample of the students to submit their answers. Then, we examine whether making the submission of the practice questions mandatory improves students’ performance on actual exams. We find evidence that required submission of the questions for preparation for the first exam during the semester is associated with a higher score on these questions. The score students earn on the practice questions offered about a week before each exam (first, second and a final) is also positively related to the respective actual test grade. Additionally, better performance on each exam predicts a higher grade on the following exam(s), especially for online courses. The results indicate the importance of providing incentives for students to prepare for exams through retrieval practice.

Suggested Citation

  • Mansour, Fady & Milovanska-Farrington, Stefani & Kattih, Nour & Saeed, Mohammed, 2025. "Incentives for Retrieval Practice and Exam Performance of College Students," IZA Discussion Papers 17945, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp17945
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    References listed on IDEAS

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    1. Olczak, Matthew, 2014. "Evaluating the impact of a web-based resource on student learning," International Review of Economics Education, Elsevier, vol. 16(PB), pages 156-169.
    2. Daniel R. Marburger, 2006. "Does Mandatory Attendance Improve Student Performance?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(2), pages 148-155, April.
    3. Monica Galizzi, 2010. "An assessment of the impact of online quizzes and textbook resources on students' learning," International Review of Economic Education, Economics Network, University of Bristol, vol. 9(1), pages 31-43.
    4. Jennjou Chen & Tsui-Fang Lin, 2008. "Class Attendance and Exam Performance: A Randomized Experiment," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 213-227, July.
    Full references (including those not matched with items on IDEAS)

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    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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