Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class

Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups...

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Detalles Bibliográficos
Autores principales: Leight, Hayley, Saunders, Cheston, Calkins, Robin, Withers, Michelle
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2012
Materias:
Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3516795/
https://www.ncbi.nlm.nih.gov/pubmed/23222835
http://dx.doi.org/10.1187/cbe.12-04-0048

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3516795/
https://www.ncbi.nlm.nih.gov/pubmed/23222835
http://dx.doi.org/10.1187/cbe.12-04-0048

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