An Analysis Of Student Performance On Unit Test Items Not Addressed By Study Questions As A Function Of The Prior Availability Of Study Questions Over The Unit

Abstract

The problem. In what way does the availability of study questions affect student test performance and general comprehension of unit material? Procedure. Students enrolled in an abnormal psychology class were either given study questions or not given study questions to help them prepare for each of their weekly tests. The two dependent variables were (1) performance on test items which had been addressed by the study guide (percent of students passing the test on the first attempt) and (2) performance on probe items over material which had not been addressed by the study guide. Correct answers to probe items did not improve a student's grade. Findings. When study questions were provided, students consistently did better on the unit tests and worse on probe items than they did when study questions were not provided. These relationships were consistent at each of three criteria levels for passing the unit test (50%, 70%, and 90%). Recommendations. Study questions could more effectively be used if they cover a large portion of the unit material. Construction of study questions could also require the synthesis of unit material rather than a discrete response from the student.