“…One of the most vexing problems in teaching college courses is how to improve students’ preparation for exams in a class. Factors that contribute to students’ poor performance on exams include students not understanding textbook materials (e.g., Levin & Mayer, 1993; Schnotz & Wagner, 2018), issues with regard to teaching the materials and the generation of quality notes (e.g., Heijne-Penninga et al, 2015; Van Meter et al, 1994), and poor processing of information by the students themselves, which may result from background deficiencies (e.g., Smiderle & Weigel Green, 2011; Symons & Pressley, 1993) to test anxiety (e.g., Nelson et al, 2015; Tobias, 1985) and motivational factors (e.g., Bahri & Corebima, 2015; Clause et al, 2001).…”