Investigating the variables in a mock exam study session designed to improve student exam performance in an undergraduate behavior modification and therapy course

The purpose of the present study was to identify components of an optional mock exam review session (e.g. requiring students to write answers, providing students grading keys for questions) responsible for improvements in student performance on application-based short-essay exams in an undergraduate behavior modification course. Both within-subject and across-groups comparisons were made across three studies within the larger investigation. The primary dependent variable across studies was student accuracy on exam questions. Additional measures of extra credit earned, class attendance, mock exam attendance, and entering GPA were also gathered and analyzed using correlation and multiple linear regression analysis. Students attending mock exam sessions scored higher on exams than students who did not. Students did not score higher when required to write answers versus when not required to write answers. Students also did not score higher when required to discuss a question versus when asked to listen to the GTA discuss a question. A package of components involving discussion, evaluation, and correction of a sample answer to a question produced superior performance over providing students with copies of study materials about a question. Student GPA entering the course, number of mock exams attended, and amount of extra credit earned were significantly predictive of final grade earned in the course, but attendance at lectures was not significantly predictive

Building a strength-based support program for college students with autism

Abstrac

Effects of practice opportunities on exam performance in an undergraduate behavior modification course

Thesis (M.A.)--University of Kansas, Applied Behavioral Science, 2007.All students enrolled in an undergraduate behavior modification course uring two semesters participated. During each of five course sections, students could participate in two forms of optional review activities: (1) answering practice questions for feedback and extra credit, and (2) participating in a mock exam where students took a practice exam under "test-like" conditions and evaluated and discussed their answers. Exams were given at the end of each section. On average, section exam performance improved as students completed more practice questions accurately. Students also performed better on section exams if they took the mock exam. The effect of taking the mock exam on exam performance was the most pronounced for students who did not answer the practice questions or who did not answer them correctly. A survey of student opinion indicated that students perceived both practice questions and the mock exam as helpful to them in doing better on examinations

A Model for Putting a Teaching Center in Context: An Informal Comparison of Teaching Centers at Larger State Universities

An informal comparative analysis of teaching centers at larger state universities around the United States was conducted as part of a self-initiated ten-year review of our center. We compared centers along several dimensions, among them programs, resources, and size. This chapter offers our methods, results, and general impressions of the process as an example for others who might decide to conduct a similar analysis