Overlearning is as ineffective as underlearning?

Periodical
Learning and Individual Differences
Volume
88
Year
2021
Relates to study/studies
PISA 2015

Overlearning is as ineffective as underlearning?

A cross-culture study from PISA 2015

Abstract

To better describe the previous findings of inconsistency in the relationship between learning time and academic achievement, we tested new models with different shape and pattern to find what might be the optimal describing pattern between the two concepts. Selected from a large-scale international database-the Program for International Student Assessment (PISA) 2015, science learning time and its corresponding achievement was chosen as an empirical illustration. We further tested if culture could moderate this relationship. Using a multilevel model, it was found that (i) there was a quadratic relationship between learning time and science achievement: science achievement rose with an increase in learning time before an optimal point, and fell when the learning time extended beyond that point; (ii) there was a difference between eastern and western leaners on the quadratic relationship, as eastern learners' performance increased and decreased more sharply with the change of time than that of the western counterparts.