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Effects of Collaborative Test Taking on Retention in Eight Third-Grade Mathematics Classes

In 2 studies I attempted to find the effects of collaborative test taking on student mathematics retention. 4 third-grade classes from 1 school were used as the test group each year for 2 years. The school, located in an inner suburb of St. Louis, Missouri, is approximately 90% African-American, and most students are primarily of lower socioeconomic status. Students were taught 1 lesson, tested initially, and then retested (delayed posttest) 1 week later to determine retention. The procedure created 4 conditions prior to the individual delayed posttest: (1) small-group instruction with initial collaborative testing; (2) small-group instruction with individual initial testing; (3) whole-class instruction with collaborative initial testing; (4) whole-class instruction with individual initial testing. Study 1 findings showed that collaborative testing promoted retention. Results of the second study, however, contradicted the initial findings.