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

Abstract

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