Action Research: Effect of “Spaced Learning Over Time”

How does the “Spaced Learning Over Time” Enhance the Problem-Solving Ability of Students in Applied Research Courses?”
Learning is a complex process of information, where the retention of memory plays a critical role. When the educational lessons are repeated over time, the spacing effects tend to enhance long-term retention and thus increase performance. The spacing effect is one of the oldest (Ebbinghaus, 1885/1964) and widely documented phenomena in the history of learning and memory research as well as in the experimental psychology. It has been extensively reviewed (e.g., Dempster, 1988) and subjected to meta-analyses (e.g., Cepeda et al., 2006), and found to be consistent across different timescales, e.g., Childers & Tomasello, 2002. The spacing effect was found to be beneficial across lifespan, from early infancy (e.g., Gallucio & Rovee-Collier, 2006) to late adulthood (e.g., Kornell, et al., 2010). The concept was also found to be effective in non-human learning (e.g., Carew et al., 1972). However, most of the research studies were restricted to “memory-based experiments” or retention and typically compared spaced schedules of lessons versus massed, where the learning events proceeded in immediate successions. Only a few recent studies explored spaced learning beyond memory such as simple generalization (e.g., Kornell & Bjork 2008), complex generalization (Vlach & Sandhofer, 2012), and problem solving (e.g., Grote, 1995). I have long been fascinated by the concept of “spaced learning” and wanted to explore the spacing effect at Bloom’s higher cognitive skills. I have experimented multiple teaching strategies such as quiz games as a way of revising the concepts and found significant student performance. However, no formal action research was undertaken as such. Further, most of my teaching practices are related to “research-based courses”, where the memory is used minimally while higher cognitive skills such as problem solving, critical thinking, analysis, evaluation, and creation predominate. In my research courses, students are exposed to research concepts and principles initially (weeks 1-4) but with time, they tend to disengage with the principles and deviate from original stipulations. Many factors such as learning fatigue, lack of previous exposure and absence of revision (of research concepts) after initial lessons can be attributed. In this action research, I want to reinforce the “spaced learning” in the form of reflection of their trial one (explained later in detail) outcome in the light of scientific principles and want to see the increased performance, particularly the problem solving skills.