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Testeffekten som medel för att förbättra läsförståelse?
Umeå University, Faculty of Social Sciences, Department of Psychology.
2014 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Swedish school children exhibit deteriorating knowledge results in terms of reading comprehension. Previous research shows that a method to increase the level of knowledge is the use of evidence-based learning techniques. Test based learning generates what is commonly referred to as a test effect, which proved to strengthen the relationship between learning and memory, as well as being applicable to various test formats. The purpose of this study was to investigate whether test based learning, in terms of learning english words leads to increased performance in a reading comprehension test, more specifically a cloze test. The study was based on a within-group design and was conducted three times over four weeks. The participants (n = 26) were pupils in fifth grade in the age of 10-11 years. The results showed significant main effects of both Learning Method and Time, however, in favor of non test based learning. Overall, the results indicated that forgetfulness over time occurred among participants, regardless Learning Method. Learning seems therefore to be dependent on the time interval between learning and retrieval of information.

Abstract [sv]

Svenska skolelever uppvisar allt sämre kunskapsresultat när det gäller bland annat läsförståelse. Tidigare forskning visar att en metod för att öka kunskapsnivån är att använda sig av evidensbaserade inlärningstekniker som testbaserat lärande. Testbaserat lärande genererar det som vanligtvis benämns som en testeffekt, vilket visat sig stärka relationen mellan inlärning och minne, samt vara applicerbart på olika testformat. Syftet med studien var att undersöka om testbaserat lärande, i form av inlärning av glosor leder till ökad prestation i ett läsförståelsetest av typen luck-test. Studien baserades på en inomgruppsdesign och genomfördes vid tre tillfällen över fyra veckor. Deltagarna (n=26) var elever i årskurs fem i åldern 10-11 år. Resultatet visade signifikanta huvudeffekter av både Inlärningsmetod och Tid, med fördel för en icke- testbaserad inlärningsmetod. Sammantaget indikerade resultatet att glömska över tid inträffade hos deltagarna, oavsett Inlärningsmetod. Lärande verkar därför vara beroende av tidsintervallet mellan inlärning och framplockning av information.

Place, publisher, year, edition, pages
2014.
National Category
Social Sciences Psychology
Identifiers
URN: urn:nbn:se:umu:diva-99515OAI: oai:DiVA.org:umu-99515DiVA: diva2:787339
External cooperation
Lillsjöskolan Östersund, Yvonne Malmgren
Subject / course
Examensarbete i psykologi
Available from: 2015-02-10 Created: 2015-02-10 Last updated: 2015-04-07Bibliographically approved

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Testeffekten som medel(756 kB)253 downloads
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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
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  • nn-NB
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Output format
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