“What’s on the Test?”: The Impact of Giving Students a Concept-List Study Guide

Cushen, Patrick J.; Hackathorn, Jana; Brown, Maria D. Vázquez; Rife, Sean C.; Joyce, Amanda W.; Smith, Eric; Bordieri, Michael J.; Anderson, Pamela W.; Karlsson, Marie E.; Daniels, Jordan

doi:10.1177/0098628319834171

Cited by 3 publications

(3 citation statements)

References 24 publications

(44 reference statements)

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“…These findings do not align with Zayac and Paulk who found no systematic difference between IT and a lecture condition that included an optional study guide (i.e., the ST+ condition). However, these results are consistent with studies outside of the IT literature, which have shown that having access to an optional study guide does not increase students’ exam scores (e.g., Cushen et al, 2019). The present findings suggest that giving students access to optional study questions in a lecture condition, in the absence of other IT components and contingencies, may not result in improved exam performance.…”

Section: Discussionsupporting

confidence: 89%

“…Research on study guides outside of the IT literature has been mixed. Although some studies have shown that providing students with an optional study guide leads to better student learning (e.g., Lieu, Wong, Asefirad, & Shaffer, 2017), others have demonstrated that student comprehension is higher when an optional study guide is not provided (e.g., Cushen et al, 2019). In addition, Goto and Schneider (2010) collected survey data about students’ views of various aspects of IT and found that over 80% of students agreed that prep guides aided their critical thinking.…”

mentioning

confidence: 99%

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A comparison of interteaching, lecture-based teaching, and lecture-based teaching with optional preparation guides in an asynchronous online classroom.

Gayman¹,

Rost²,

Jimenez³

2023

Scholarship of Teaching and Learning in Psychology

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The present study investigated the effect of adding optional preparation guides to traditional lecture-based teaching in an online, asynchronous undergraduate psychology class. Specifically, the study compared (a) interteaching that used a preparation guide, a written group discussion in Canvas, and a brief clarifying lecture; (b) standard teaching that consisted of a video lecture; and (c) standard teaching plus an optional preparation guide. Total average exam scores following interteaching were significantly higher than scores following standard teaching with or without optional preparation guides. In addition, students performed better on final exam questions that covered material previously taught using interteaching than on questions taught using either standard teaching condition. Most participants reported learning more during interteaching weeks and preferred interteaching more than standard lecture. These results indicate that access to optional preparation guides in the absence of other components of interteaching was not enough to significantly improve exam grades.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

A comparison of interteaching, lecture-based teaching, and lecture-based teaching with optional preparation guides in an asynchronous online classroom.

Gayman¹,

Rost²,

Jimenez³

2023

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

show abstract

“…This finding is particularly important given student misconceptions about pedagogical aids. For example, students have demonstrated a desire for IP resources even when the resource is associated with poorer learning outcomes (Cushen et al, 2019). Documenting, as we did, discrepancies between students’ beliefs about IP aids and the actual effects of aids can help instructors to make evidence-based decisions about course design.…”

Section: Discussionmentioning

confidence: 99%

Effects of PowerPoint slides on attendance and learning: If you share it, they will (still) come.

Grant

McGrath

2023

Scholarship of Teaching and Learning in Psychology

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This study tested the effect of access to instructor-provided (IP) notes in the form of PowerPoint slides on attendance and learning. Participants (N = 89) either had access or did not have access to IP notes for an entire semester. Attendance and learning (i.e., correct answers to multiple-choice test items) were assessed. Results revealed that neither attendance nor learning was significantly affected by access to IP notes. Interestingly, however, when participants were asked retrospectively whether access (or lack of access) to IP notes affected their attendance and grades, participants with access to IP notes erroneously believed that IP notes affected their grades. These results suggest that instructors can provide notes to students without negatively affecting attendance. Moreover, despite oft-stated student preferences for IP notes, these results suggest that instructors can limit access to IP notes with no deleterious effects on learning.

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Relationships Among Study Guide Format, Academic Motivation, Self-Efficacy, and Student Grades

Shane‐Simpson

Desens

Kleutsch

et al. 2022

Teaching of Psychology

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Background: Limited research has compared relationships among student characteristics, study guide format, and academic performance. Objective: This study investigated relations among student characteristics (motivation, self-efficacy) and academic performance, examined the efficacy of study guide format on performance, and aggregated student recommendations for improving study guides. Method: Data was collected from three sections of a Child Psychology course (93 students) via a pre-survey, post-survey, and four exams. Students were assigned one study guide for each exam: instructor-created, student-created, class-created, or small group. Results: Students’ self-efficacy predicted exam and final course performance. Most exam performance did not vary by guide format. However, students who used the small group and student-created guides performed better on Exam 2. Students reported wanting more instructor support on study guide creation. Conclusion: Student characteristics such as self-efficacy can predict academic performance, but additional research is needed to disentangle relationships between study guide format and performance. Teaching Implications: Educators should intentionally support students’ self-efficacy throughout the semester. Given that students may prefer less effective study formats, lessons on effective study habits should be integrated into coursework.

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“What’s on the Test?”: The Impact of Giving Students a Concept-List Study Guide

Cited by 3 publications

References 24 publications

A comparison of interteaching, lecture-based teaching, and lecture-based teaching with optional preparation guides in an asynchronous online classroom.

A comparison of interteaching, lecture-based teaching, and lecture-based teaching with optional preparation guides in an asynchronous online classroom.

Effects of PowerPoint slides on attendance and learning: If you share it, they will (still) come.

Relationships Among Study Guide Format, Academic Motivation, Self-Efficacy, and Student Grades

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