Establishing retrieval practice as a learning culture in A-Level Sociology
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Authors
Curtis, Hannah
Issue Date
2025-03-10
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
England
United Kingdom of Great Britain and Northern Ireland
United Kingdom of Great Britain and Northern Ireland
Abstract
Background and purpose: The need to enhance student retention of Year 1 content during Year 2 independent study time motivated this research due to the linear model of the A Level Sociology exams. Prior to the research, Sociology students were encouraged to review Year 1 material independently, but the uptake was inconsistent, due to varied confidence in revision techniques. Existing literature suggests that retrieval practice, interleaving, and spaced learning are effective in improving memory retention, prompting research to explore strategies to cultivate a more consistent learning culture.
Aims: The research aimed to assess the impact of integrating Year 1 content review into Year 2 study routines through structured weekly quizzes.
Design or methodology: Ninety Year 2 Sociology students (aged 17-18) participated in this study for a duration of 5 weeks. The students sat a baseline test, followed by weekly knowledge quizzes, and concluded with a final test to assess the impact of the intervention. The students were provided with a schedule to revise independently for the knowledge quizzes. All assessments were implemented in a controlled classroom setting. Students were also issued with a questionnaire following the final assessment.
Findings: The data indicated a significant improvement in test scores from a mean of 61.73% in the baseline to 77.4% in the End-of-topic-test (Z = -7.7365, p < .01). The survey indicated that most students found the quizzes beneficial, with 68% reporting some level of revision prior to the tests.
Conclusions, originality, value and implications: This research contributes to understanding how structured retrieval practices can be implemented to improve long-term student knowledge retention in examined subjects. The findings suggest that regular quizzes can significantly enhance content retention. The introduction of structured revision plans proved crucial and increased student confidence in their independent revision. The teachers within the department have continued to embed such frameworks to support student learning and exam preparation.
Aims: The research aimed to assess the impact of integrating Year 1 content review into Year 2 study routines through structured weekly quizzes.
Design or methodology: Ninety Year 2 Sociology students (aged 17-18) participated in this study for a duration of 5 weeks. The students sat a baseline test, followed by weekly knowledge quizzes, and concluded with a final test to assess the impact of the intervention. The students were provided with a schedule to revise independently for the knowledge quizzes. All assessments were implemented in a controlled classroom setting. Students were also issued with a questionnaire following the final assessment.
Findings: The data indicated a significant improvement in test scores from a mean of 61.73% in the baseline to 77.4% in the End-of-topic-test (Z = -7.7365, p < .01). The survey indicated that most students found the quizzes beneficial, with 68% reporting some level of revision prior to the tests.
Conclusions, originality, value and implications: This research contributes to understanding how structured retrieval practices can be implemented to improve long-term student knowledge retention in examined subjects. The findings suggest that regular quizzes can significantly enhance content retention. The introduction of structured revision plans proved crucial and increased student confidence in their independent revision. The teachers within the department have continued to embed such frameworks to support student learning and exam preparation.
Description
Keywords (free text)
retrieval practice , sociology , A-level , sixth form , independent study , revision plans , spaced learning , linear exams , self-regulation