Active Recall as an Assessment Strategy for Cognitive Retention and Affective Outcomes in STEAM Education
DOI:
https://doi.org/10.66545/gdta0s57Keywords:
Active recal, Self-testing, Cognitive retention, Steam education, Affective outcomeAbstract
This study examined the effectiveness of active recall as a self-testing strategy for enhancing students’ academic performance, retention, engagement, metacognitive awareness, and selfefficacy in Science, Technology, Engineering, Arts, and Mathematics (STEAM) subjects in South-South Nigeria. A quasi-experimental pretest–posttest non-equivalent control group design was employed using a sample of 120 senior secondary two students selected through purposive sampling. The experimental group received instruction integrated with active recall strategies, while the control group was taught using conventional methods. Data were collected using the STEAM Achievement and Retention Test (SART), Metacognitive Awareness Inventory (MAI), STEAM Self-Efficacy Questionnaire (SSEQ), and Student Engagement Checklist (SEC). Reliability coefficients ranged from 0.79 to 0.85, indicating high internal consistency. Data were analysed using mean, standard deviation, independent t-test, and Analysis of Covariance (ANCOVA). Results revealed that active recall significantly improved students’ academic performance, retention, engagement, metacognitive awareness, and self-efficacy. The findings further indicated no significant gender differences, suggesting that the strategy is equitable across male and female students. It was recommended that active recall be integrated into classroom instruction, teacher training, and curriculum design to enhance long-term learning outcomes in STEAM education.
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