Application of Retesting as a Learning Tool in an Online Science Course

Retrieval practice has been proven effective in conceptual science learning, and retesting has been applied in retrieval practice and has been shown to lead to significant improvements in learning outcomes. In this study, retesting was employed in an online microbiology course to evaluate the attitudes and behaviors of college students about this approach. The students were offered the same course materials and requirements except for three different options: retesting of exams without practice quizzes, retesting of practice quizzes with points, or retesting of practice quizzes without points. Our data indicate that retesting improved the exam grades, especially for exams with a longer interval period between two consecutive testing attempts. Not surprisingly, the practice quizzes that used points encouraged more students to take practice quizzes, and their exam grades were improved. We found that not all students would utilize the retesting opportunities to enhance their retention of information, which could indicate a lower level of engagement in distance learning.