Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms
Agarwal, P. K., Nunes, L. D., & Blunt, J. R. · 2021
grade Creviewindependentreplicated
Sample
50 classroom experiments / 49 effect sizes / n=5,374
Population
K-12, undergraduate, medical students in real classrooms; authentic course content.
Design
Classroom-ONLY inclusion. Deliberately did NOT pool a meta-analytic estimate (heterogeneity, non-independence). Mix of RCT and quasi-experimental.
Key findings
Best-curated classroom-only base: retrieval practice consistently benefits learning on authentic content (57% medium/large). Caveats: authors refused to pool an estimate; outcomes are researcher-aligned course tests (proximal); mostly WEIRD samples.
Genetic confound
Domain retention outcome; does not test ability-gap effects.
Replication notes
Convergent with Yang 2021.
DOI / URL
10.1007/s10648-021-09595-9
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Distribution of classroom effects | % medium-or-large | 57% of 49 effects showed medium/large benefits | researcher-designed | mostly delayed; classroom | unclear | unclear | domain-skill |
| Consistency | direction | benefits across levels, content areas, and formats | researcher-designed | mixed; classroom | unclear | unclear | domain-skill |
Cited by
- Retrieval practice (the testing effect)strong supportconf: highgc: low