MCQ's, Short questions or no test; Its impact on retention learning

Abstract

This study experimentally examined the impact of classroom testing on retention learning of students at Bahria University Islamabad. The study also investigated the effectiveness of different types of tests on students' retention. In order to conduct the experiment, subject matter was selected in collaboration with subject teacher. A sample of n=60 was chosen and the students were divided into three groups each consisted of 20 students among which two were experimental groups and one was control group. All students were taught the selected material at the same time. Control group was not tested initially. One of the experimental group received multiple-choice questions while the second experimental group were given short-answer test for initial testing. After one week all groups were tested for retention learning. The retention test included subtests of previously tested and new information. The results reveal that both short questions test and MCQ's are equally effective in promoting retention learning. No difference is found between short-answer and multiple­ choice tests as learning aids on the subtest of new information, which had not been tested on the initial tests. Thus, it is recommended that testing (either MCQ's or short question test) should be regularly employed as a tool of promoting retention learning. However, while • constructing a test, it should be kept in mind which type of test is effective in particular situation.