COMPARING SPACED AND MASSED PRACTICES AT DIFFERENT STAGES OF LEARNING ASSESSMENT

Abstract

Background: In spaced practice learning is assisted by using several time intervals between short learning sessions and in massed practice learning is assisted by using few intervals in between longer learning sessions. This study aims to explore two opposite learning strategies that is spaced and massed practice in regard of effectiveness and satisfaction levels.

Materials & Methods: A quantitative research methodology was utilized to compare two faculty development programs that used spaced and massed learning methodologies at different phases of learning. Sixteen faculty members were enlisted from King Abdul-Aziz University’s (KAU) Faculty of Medicine in Jeddah. The assessment of spaced and massed practices among faculty members was determined through primary and secondary outcome evaluation. Statistical Package for the Social Sciences (SPSS) (version 23.0) was used to analyze the numerical data. A comparison of the satisfaction levels of students who were involved in the modules supervised by the faculty members of both groups along with their success rate (based on the annual course reports) was tested using a paired samples t-test. A chi-squared test was employed to identify possible relationships between other different categorical variables in the report.

Results: Massed practices and spaced practices were applied on two groups to compare the effectiveness of learning. The majority of faculty members from both groups were judged to be able to use their skills in real-world situations. However, student satisfaction was better in massed practices than in spaced practices, despite a somewhat higher success rate in students taught utilizing the spaced type technique. Although differences in other areas were not statistically significant, the massed group virtually had a statistically significant greater use of assessment blueprint and constructing the blueprint according to evidence-based recommendations than the spacing group. However, in terms of successful course results, massed practices were found to be more beneficial than spaced practices.

Conclusion: As both of the learning strategies can provide positive outcomes in particular learning environments, Therefore, suitable learning strategy selection is based on the developing scenarios and context.