Mixed effects of retrieval practice on the acquisition of procedural knowledge in verb spelling education

Background
Retrieval practice is a learning strategy that promotes long-term knowledge retention. Although its effects on learning factual knowledge have been widely studied, its potential to support the acquisition of procedural knowledge in primary school classrooms remains underexplored.
Aims
This study investigates whether combining retrieval practice with example-based instruction improves the long-term retention and correct application of procedural knowledge in primary education.
Sample
Participants were 105 fourth-grade pupils drawn from seven classes at three regular primary schools in the Netherlands (M age = 9.4 years, SD = .67).
Methods
After a pretest, participants were assigned to learn verb spelling rules by the use of worked examples or by a combination of retrieval practice and worked examples. After a one-week delay, pupils’ retention and application of the verb spelling rules was tested.
Results
Combining the learning strategies had a significant effect on long-term retention of the verb spelling rules compared with using only worked examples. However, although pupils in the combined group retained the rules best, the combined group did not differ significantly from the worked-examples-only group in correct rule application.
Conclusions
Adding retrieval practice to an example-based learning approach enhances the long-term retention of procedural knowledge but does not automatically lead to better application of this knowledge.