Optional Review Activities with Retrieval Practice Improve Learning and Reduce Test Anxiety
Document Type
Article
Publication Date
7-1-2025
Abstract
This study examines the impact of an optional retrieval practice activity on retention of content and its effect on test anxiety in an undergraduate course. Participants engaged in out-of-class chapter review activities that included both restudy and retrieval practice trials and completed anxiety questionnaires both before and after the review activities. Results showed that retention was higher for items studied via retrieval practice compared with restudy. Additionally, participants experienced a reduction in anxiety about an upcoming exam after completing the review activities and reported that the activities were helpful in their exam preparation. These results suggest that review activities with retrieval practice not only improve memory retention but also alleviate test-related anxiety, making retrieval practice an effective study strategy for educational settings. Future research should investigate the best practices for implementing retrieval practice to optimize both learning and emotional well-being. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Publication
Scholarship of Teaching and Learning in Psychology
Publisher
American Psychological Association (APA)
Department
College of Arts and Sciences
Peer Reviewed
1
Recommended Citation
Lehman, M. (2025). Optional review activities with retrieval practice improve learning and reduce test anxiety. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000451
Comments
KUDOS Showcase:
https://www.growkudos.com/publications/10.1037%25252Fstl0000451/reader
What is it about?
This study examined how optional study activities using retrieval practice, where students try to remember information rather than just reread it, can help college students learn better and feel less anxious before tests. Students completed review activities outside of class that involved both restudying and trying to recall the material. Students remembered more when they practiced retrieving the information. They also felt less nervous about their upcoming exam after doing these activities. Many students said the review activities helped them prepare.
Why is it important?
This study suggests that using retrieval practice is a useful way to improve learning and reduce test anxiety. Future research will aim to find the best ways to include this type of practice in education to support both academic success and student well-being.