An Investigation of the Effect of Frequent Testing on Students’ Retention and Understanding in Federal University of Health Sciences, Otukpo
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Background of the Study
Frequent testing has long been advocated as an effective strategy to improve students’ retention and understanding of academic content. The testing effect refers to the psychological phenomenon where taking tests enhances long-term retention of information, beyond simply reviewing material (Roediger & Butler, 2023). Research suggests that regular assessments, such as quizzes or periodic tests, can strengthen memory retention by promoting active recall and consolidating information in long-term memory (Sanchez et al., 2024).
In the context of nursing education at Federal University of Health Sciences, Otukpo, frequent testing could serve as a tool to enhance students' comprehension of complex clinical and theoretical material. Nursing students are required to retain vast amounts of knowledge for clinical practice, and frequent testing might help them better retain this information while improving their ability to apply it in real-world scenarios. However, the potential for frequent testing to improve retention and understanding in nursing education remains underexplored in Nigerian contexts. This study aims to investigate how frequent testing impacts nursing students’ retention of knowledge and their overall understanding of core concepts at the university.
Statement of the Problem
Nursing students often face challenges in retaining and recalling critical information due to the heavy volume of coursework and the complex nature of the content. While frequent testing has shown to benefit retention in various disciplines, its impact on nursing students' retention and understanding at Federal University of Health Sciences, Otukpo, is unclear. If frequent testing has a positive impact on retention and understanding, it could become an essential part of the nursing curriculum to improve students' academic outcomes and clinical performance.
Objectives of the Study
1. To assess the effect of frequent testing on nursing students’ retention of academic content at Federal University of Health Sciences, Otukpo.
2. To determine the impact of frequent testing on students' understanding of key nursing concepts.
3. To evaluate students’ perceptions of the role of frequent testing in their academic performance and retention.
Research Questions
1. What is the effect of frequent testing on nursing students’ retention of academic content at Federal University of Health Sciences, Otukpo?
2. How does frequent testing influence nursing students' understanding of critical nursing concepts?
3. How do nursing students perceive the impact of frequent testing on their academic performance and retention?
Research Hypotheses
1. Frequent testing positively affects nursing students' retention of academic content at Federal University of Health Sciences, Otukpo.
2. Nursing students who experience frequent testing demonstrate a better understanding of nursing concepts compared to those with less frequent testing.
3. Nursing students who perceive frequent testing as beneficial exhibit better retention and understanding of content.
Scope and Limitations of the Study
The study will focus on nursing students at Federal University of Health Sciences, Otukpo, and evaluate the effect of frequent testing on their retention and understanding of academic content. It will not examine other factors influencing retention, such as teaching methods or student motivation. The results may not be generalized to nursing students at other institutions that do not implement frequent testing strategies.
Definitions of Terms
• Frequent Testing: A strategy involving regular assessments (e.g., quizzes, short tests) throughout the academic period to test students' knowledge.
• Retention: The ability to recall and retain learned material over time.
• Understanding: The depth of comprehension and the ability to apply learned concepts effectively in clinical practice or examinations.
• Nursing Students: Individuals enrolled in the nursing program at Federal University of Health Sciences, Otukpo.
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