Background Research indicates that retrieval practice enhances long-term retention in laboratory and classroom settings. However, many studies compare retrieval practice to re-reading and often involve racially homogeneous samples, raising concerns about generalizability. Objective This study investigated whether a diverse sample of undergraduates who completed a short retrieval practice exercise would outperform those who received a review on the final exam. Method Using a quasi-experimental design, students in one section of a psychology course received a brief overview of exam concepts ( n = 19), while those in the other section completed a 10-item multiple-choice practice test ( n = 19). Both sections took a final exam 48 h later. Results Students who completed the practice test outperformed those who received the brief overview on the final exam. The retrieval practice benefit was evident across factual, application, and unrelated questions, with the largest advantage observed for rephrased factual questions. Conclusion This study replicated and extended past findings by showing that a brief retrieval practice activity benefits diverse learners in the classroom. Its simplicity allows instructors to implement it with minimal preparation. Teaching Implications Instructors should encourage retrieval practice in class and during independent study, especially when students are preparing for formal assessments.
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