Improving mathematical problem solving in an introductory engineering course with the testing effect

J. W. Morphew, M. Silva, G. Herman, and M. West

in Proceedings of the 2019 Annual Meeting of the American Educational Research Association (AERA 2019), 2019.

Laboratory studies have routinely demonstrated that testing often leads to greater learning than restudying. However, efforts to translate these findings into the classroom have yielded mixed results, particularly for courses that involve mathematical problem-solving. This paper presents a quasi-experimental study in an introductory engineering course that investigated the effects of increasing the frequency of course exams. The results indicate that students who engaged in more frequent testing scored seven percentage points higher, earned two times the number of A’s, and half the number of failing grades on the final exam. The advantage of more frequent testing was found for both multiple-choice and free-response questions and remained after controlling for differences in demographic factors.

DOI: 10.302/1431147

Full text: MoSiHeWe2019.pdf