Impact of quiz frequency on knowledge retention among high school students in Shenyang

This study investigates how quiz frequency affects high school students' knowledge retention, using Cognitive Load Theory as a lens to interpret how different quiz schedules may shape learning efficiency. Guided by research questions about the effects of varying quiz frequencies and the identification of an optimal balance between retrieval practice and consolidation time, a quantitative, between-subjects experimental design was employed. One hundred students from Shenyang No. 126 High School were randomly assigned to three groups and participated in a 12-week instructional intervention across Mathematics, Science, and History. Data were collected through periodic quizzes and a final cumulative retention test. The results revealed that the medium-frequency group achieved the highest scores across recall, application, and overall retention. In contrast, high-frequency quizzing produced relatively strong outcomes but did not yield proportional gains over the medium-frequency condition, suggesting that bi-weekly quizzes may be the most effective assessment schedule. These findings align with Cognitive Load Theory and the Testing Effect, indicating that although retrieval practice enhances memory, overly frequent testing may reduce consolidation time and produce diminishing returns.