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Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety.
Abstract
When retrieval practice is applied in classroom settings, do K-12 students experience changes in test anxiety? To answer this question frequently asked by educators, we surveyed 1408 middle school and high school students about their study strategy preferences and their reactions to a classroom-based program of retrieval practice. For classes in which retrieval practice occurred, 92% of students reported that retrieval practice helped them learn and 72% reported that retrieval practice made them less nervous for unit tests and exams. This study is the first to examine the relationship between retrieval practice and classroom test anxiety, and self-reported study strategy use in pre-college students. In light of our results, we encourage K-12 teachers to use retrieval practice in their classrooms to reduce test anxiety and improve learning.
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In the citing paper
“When asked if retrieval practice made students more or less nervous for tests and exams, 72% reported that retrieval practice made them feel less nervous about upcoming tests.”
From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Agarwal et al., 2014
In the citing paper
“Evidence suggests retrieval practice can protect memory against the negative effects of stress on memory (Agarwal et al., 2014; Smith & Thomas, 2018)”
From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Agarwal et al., 2014
In the citing paper
“over half of students (54%) reported that retrieval practice reduced their test anxiety.”
From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Agarwal et al., 2014
In the citing paper
“As can be seen in Figure 5e, f, most middle school (N = 1,302) and high school (N = 102) students agreed: Quizzing did not make them any more nervous for the unit test.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Agarwal et al. 2014
In the citing paper
“Indeed, most students reported decreased test anxiety after having worked with the materials on the quizzes.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Agarwal et al. 2014
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“Agarwal et al. (2014) addressed this question by asking students in Midwestern middle and high schools whether the in-class low-stakes quizzes had made themmore nervous for their unit tests.”
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“…exposure to retrieval practice hrough a series of classroom-based retrieval activities, 92% of iddle- and high-school students in the study by Agarwal et al. 2014) endorsed retrieval practice as a technique that helped them earn their course material, 70% of students believed it helped…”
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“While practice testing provides feedback on learning and may improve metacognitive awareness for students [45], [46], they may not be aware of its benefits [4], [5], [47].”
BackgroundImproving retention by placing retrieval practice at the end of class: a naturalistic study
Ekuni, R., & Pompéia, S. (2020) · Revista Latinoamericana de Psicología · doi:10.14349/rlp.2020.v52.3 · Cited by 2
“Furthermore, frequent testing reduces test anxiety and has even been found to increase students’ evaluation of their teachers (Agarwal et al., 2014).”
BackgroundTest-Enhanced Learning and Incentives in Biology Education
Clair, B. S., Putnam, P., Miller, H. L., Larsen, R., & Jensen, J. L. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-11-0226 · Cited by 4
“Researchers have shown that frequent testing episodes decrease self-reported test anxiety (Agarwal et al., 2014; Khanna, 2015) and increase learning in biology (Bailey et al., 2017).”
Clair‐Thompson, H. S., & McGeown, S. P. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-591-3_15 · Cited by 2
O uso da prática de lembrar na aprendizagem de crianças: revisão sistemática da literatura
Mendonça, L. T., & Ekuni, R. (2022) · Avances en Psicología Latinoamericana · doi:10.12804/revistas.urosario.edu.co/apl/a.10664 · Cited by 3
Pizzie, R. G. (2022) · Springer eBooks · doi:10.1007/978-3-031-03945-4_29 · Cited by 4
Process of Learning: Insights from Neuropsychology Studies and Asia-Pacific Perspectives
Yeo, D. J. S., Kwok, F. Y., & Chen, S. A. (2023) · Springer eBooks · doi:10.1007/978-981-16-2327-1_44-1 · Cited by 3
"Mentimeter" e valutazione: una sperimentazione di gamification.
Martino, D. D., Tinterri, A., & Dipace, A. (2023) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess1-2023oa15162 · Cited by 2
Goto, T., Kano, K., & Shiose, T. (2023) · Japanese psychological research (Print) · doi:10.1111/jpr.12485 · Cited by 2
Mnemonics for the Middle Grades
Conderman, G. (2019) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2019.1579695 · Cited by 2
“They have reported that retrieval practice makes them less nervous for exams and reduces their test anxiety (Agarwal et al. 2014).”
BackgroundDoes Retrieval Practice Protect Memory Against Stress? A Meta-Analysis
Mihaylova, M., Zocca, M., Kliegel, M., & Rothen, N. (2025) · Swiss Psychology Open · doi:10.5334/spo.101 · Cited by 1
Developmental improvements in the ability to benefit from testing across middle childhood
Rodríguez-Gonzalo, S., Arnaez-Telleria, J., & Paz‐Alonso, P. M. (2024) · Frontiers in Behavioral Neuroscience · doi:10.3389/fnbeh.2024.1501866 · Cited by 1
Does Covert Retrieval Benefit Adolescents’ Learning in 8th Grade Science Classes?
Witherby, A. E., Northern, P. E., & Tauber, S. K. (2025) · Behavioral Sciences · doi:10.3390/bs15070843 · Cited by 1
“Adolescents also self-report that retrieval practice reduces test anxiety and helps them learn (Agarwal et al., 2014).”
Carolyn Rovee‐Collier's legacy to applied psychology, intervention, and public policy
Fagen, J. W., Ohr, P. S., & Boller, K. (2016) · Developmental Psychobiology · doi:10.1002/dev.21415 · Cited by 1
Research-to-Resource: Introducing Retrieval Practice in Jazz Pedagogy
Wellmann, M., & Skillicorn, A. T. (2023) · Update Applications of Research in Music Education · doi:10.1177/87551233221146282 · Cited by 3
“Low-to no-stakes testing facilitates transfer (Butler, 2010; Carpenter, 2012; Pan & Rickard, 2018), diminishes test anxiety (Agarwal et al., 2014), leads to long-lasting knowledge (Carpenter et al., 2022; Dunlosky et al., 2013; Roediger & Butler, 2011), and increases motivation (Abel & Bäuml,…”
BackgroundRepenser ses pratiques d’évaluation
Béchard, N. (2023) · Apprendre et enseigner aujourd’hui Revue du Conseil pédagogique interdisciplinaire du Québec · doi:10.7202/1107544ar · Cited by 1
Grabau, L., Galand, B., Lafontaine, D., Lavonen, J., Ólafsson, R. F., Trudel, L., & Yoon, S. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1414423 · Cited by 2
The Effect of Retrieval Practice on Vocabulary Learning for Children who are Deaf or Hard of Hearing
Reimer, C. K. (2019) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/z9jt-mk46 · Cited by 1
“As mentioned earlier, traditional testing can cause anxiety for students, but in a survey of nearly 1,500 middle school and high school students, 72% of the students’ reported a decrease in their test anxiety by the end of the year due the implementation of frequent quizzing (Agarwal et al., 2014; Brown et al., 2014).”
BackgroundInfluentialThe Powerful Role of Testing in Student-Centered Learning and Teaching in Higher Education
Schell, J. A., & Martin, R. (2020) · Routledge eBooks · doi:10.4324/9780429259371-15 · Cited by 1
Testing the Testing Effect in Electrical Science with Learning Approach as a Factor
Eustace, J., & Pathak, P. (2020) · Communications in computer and information science · doi:10.1007/978-3-030-58459-7_18 · Cited by 1
Bockarov, M. (2015) · TSpace (University of Toronto) · Cited by 1
Strategies for Remediating the Impact of Math Anxiety on High School Math PerformancePreprint
Pizzie, R. G., & Kraemer, D. (2017) · doi:10.31234/osf.io/ye526 · Cited by 1
Why do they seem to remember in lessons, but then forget it in the test? 1
Fawcett, D. (2019) · Routledge eBooks · doi:10.4324/9781315447445-3
الفيـل, ح. م. ح. (2020) · المجلة المصرية للدراسات النفسية · doi:10.21608/ejcj.2020.97716
Teaching and Learning Methods for Students and Residents
Castleberry, A. N., Burnworth, M., & Pope, N. D. (2019) · ASHP eBooks · doi:10.37573/9781585286270.020
Retrieval-based learning in java programming and online application
Aziz, N. A. B., & Udin, A. (2018) · UTM Institutional Repository
Metadata
- Authors
- Agarwal, P. K., D'Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A.
- Affiliations
- Washington University in St. Louis (US)
- Fairview School District (US)
- Venue
- Journal of Applied Research in Memory and Cognition
- Published
- 2014-09
- Volume
- 3
- Issue
- 3
- Pages
- 131-139
- ISSN
- 2211-3681 (ISSN-L)
- 2211-369X
- OpenAlex
- W2133635545
- Cited by
- 119
- References
- 18
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 8 · 2023: 17 · 2022: 13 · 2021: 13 · 2020: 18 · 2019: 15 · 2018: 10 · 2017: 3 · 2016: 7 · 2015: 1 · 2014: 2
- FWCI
- 2.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Research in Memory and Cognition (publishedVersion)
- Funders
- US Department of Education (R305H060080-06; R305A110550)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- retrieval practice, test anxiety, classroom learning, study habits, junior high school students, high school students, K-12 education, student perceptions, exam performance
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