Effect of Review Procedure on Final Examination Performance in a Modified PSI Course

The problem. PSI component analyses have virtually overlooked the effect of a review component. In addition experimental design for PSI research has typically involved group studles. The present study investigated the use of a review procedure in a modified PSI course and the effect it had an final examination performance utilizing a within subject design. Procedure. Five hundred forty-two Psychology 1 students who completed the final exam were exposed to a review procedure. The procedure required students to answer questions for credit from 3 review chapters when taking other chapter tests during the course. Independent raters were asked to rate final exam questions in terms of difficulty and to answer each of the questions. The final exam included items that had been unavailable to students prior to the exam and items which had been available prior to the exam. Findings. Final exam performance was unchanging from early chapters to late chapters while chapter mastery increased from early chapters to late chapters. Raters' ratings and performance covaried inversely across chapters. Raters found early chapters to be similar in difficulty to later chapters although performance was lower on later chapters than earlier chapters. Novel questions introduced variability into final exam performance of the students. Conclusions. Final exam performance on early chapters which included the 3 review chapters was at a level higher than would have been expected had the review procedure not been utilized. Raters' data indicated that this was not due to "easy" questions from early chapters heing on the final. When students' performance on novel questlons was considered the effect of the review procedure was more dramatic. The within subject design employed was a viable research design in demonstrating the effect of the review procedure. Recommendations. In order to enhance performance on final examinations, a procedure should be used which would require review of all chapters or units of materlal covered in a course. Variables such as question novelty and difficulty should be considered in future research as these variables may effect student performance.

Grantor dc:publisher

Drake University

Year dc:date.issued

1979

Author dc:creator

• Hurst, Ruth M.

• Psychology--Examinations, Questions, Etc.
• Performance Standards
• Test Anxiety
• Academic Achievement

Language dc:language.iso

en_US

Dc Identifier Other

1979 .H945

OAI identifier oai:identifier

oai:escholarshare.drake.edu:2092/758