This experimental study examined the effectiveness of two review methods—flashcards and handouts—on students' test scores. Thirty undergraduate students aged 18–21 were randomly assigned to two independent groups, with one group reviewing a standardized set of flashcards and the other reviewing an equivalent set of handouts containing identical lesson content. Both groups were given 20 minutes to study their assigned materials under controlled conditions, followed by the same 20-item test covering topics in Philippine history, world history, science, and culture. Descriptive statistics and the Shapiro–Wilk test indicated that the data were non-normal, prompting the use of the Mann–Whitney U test for group comparison. Results showed no significant difference in test scores between the flashcard group and the handout group, with a very small effect size. These findings suggest that both review methods are similarly effective in supporting short-term knowledge retention. The results align with Retrieval Practice Theory, indicating that active engagement with study materials—regardless of format—may play a more influential than the review method itself. The study recommends continued use of both flashcards and handouts in academic settings and encourages future research involving larger samples, more complex assessments, and longer retention intervals.