Retrieval Based Learning - PDF

Running head: RETRIEVAL BASED LEARNING 1
Retrieval Based Learning
Student’s name
Institution’s name

RETRIEVAL BASED LEARNING 2
Executive summary
Retrieval based learning was conducted with the aim of determining if it is a better form of
teaching as compared to re-reading. The experimental method which was used was a test
administered to students pursuing cognition course. Two tasks were administered. The first one
was to determine the ability of students to encode knowledge. The second task was administered
a week later to determine the retention and cognitive abilities of students. From the findings,
students performed better in the second task. This is because retrieval learning is an easier way
for student to remember knowledge. Retrieval learning ensures that students have long term
memory retention. From the findings, the Tip of the tongue effect on the first task was lower than
the second task. The limitations of the study were that, it is time consuming and difficult to
administer in class. It can only be widely applicable in the lab. The implications of the findings
were that retrieval learning should be adopted by teachers to teach students. However, active
retrieval learning is a much better for students to encode knowledge. Active learning involves
retrieval and re-reading after the retrieval. This doubles the ability of student to remember and
retain information.
Introduction
Background of the Study
Retrieval- Based Learning is a process of learning promotion. It involves the ability by
which students are able to encode or construct knowledge based on prior experiences. Most
times we tend to think that our minds possess some form of knowledge. However, the only way
that we can be sure of it, is through the retrieval process. In this study, the expression of
knowledge by students depends on the ability of students to retrieve some memories or their

RETRIEVAL BASED LEARNING 3
retrieval cues (Karpicke & Grimaldi, 2012). The retrieval process enhances the ability to be able
to retrieve that knowledge over and over again in the future. It is therefore very important to
consider the retrieval process because it enhances the learning process and especially for
students. This study uses a total of 85 students pursuing the cognition course to carry out an
experiment about the Retrieval- Based Learning. This study focuses majorly on the Tip of the
Tongue (TOT) effect. The TOT effect is the state where a person undergoes a temporary
breakdown. The person becomes unable to retrieve knowledge for some time. The aim of this
study is to analyze the experimental design used in this practice and to formulate a hypothesis
about the expected results. The findings of the study will then be analyzed to determine the
memory benefits of intentional retrieval, the effect of intentional retrieval over a specified period
and how the benefits of intentional retrieval can be enhanced.
Experimental Design and procedure
Our minds are usually defined as a physical space and the knowledge inside it is the
physical matter that is occupying the space. By viewing it this way, any new knowledge that is
gained, we can be able to create space for its storage (Liu, 2011). By doing this, it becomes
easier for us to retrieve specific knowledge when required. The study for this class was
conducted in two sessions. The sessions were one week apart from each other. The recognition
memory task was unexpected for the students and in this way, it would be much more effective
(Karpicke, 2012). This is because students wouldn’t feel the need to fill their minds with
unnecessary crammed knowledge.
During the first session, each student was required to complete an encoding task of 90
words. The task involved definition of English words. The teacher would pose a definition and