Date of Submission

2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski Ph.D., NCSP, BCBA-D

First Advisor

Virginia Burks Salzer, Ph.D.

Second Advisor

George McCloskey, Ph.D.

Third Advisor

Michael Roberts, PsyD

Abstract

Most students struggle with effective self-study, often relying on passive strategies like rereading instead of active techniques such as retrieval practice, which research shows enhances learning and long-term retention. To address this issue, this study introduced and evaluated the Blank Paper Method—a structured free recall protocol designed to encourage self-regulated retrieval practice. The study explored two key questions: (1) Does the Blank Paper Method improve test performance compared to students’ default study habits? (2) Will students voluntarily adopt this method over time, demonstrating self-regulated learning? The study involved 56 incoming high school freshmen at a private college-preparatory school in Philadelphia. Provisional students (those required to attend a summer program due to low entrance exam scores) were randomly assigned to either an experimental or control group, while a third non-randomized group consisted of students who voluntarily enrolled. All participants completed weekly assessments during a five-week Latin course. Results showed no statistically significant differences in test performance between groups, and independent use of the Blank Paper Method declined over time. These findings suggest that simply introducing an evidence-based strategy is insufficient to change study habits. Barriers such as lack of immediate reinforcement, insufficient training, or misalignment with assessments may hinder adoption. This study highlights the challenges of shifting student behavior toward more effective learning strategies. While the Blank Paper Method aligns with cognitive science principles, its limited uptake underscores the need for additional supports—such as instructor modeling, feedback, or incentives—to foster lasting change. By examining a structured, protocol-driven approach to retrieval practice, this research contributes to educational psychology and the broader effort to help students become more effective, self-regulated learners.

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