Review Websites Improve College Exam Performance, but Review Strategy Might Not Matter.
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| Title: | Review Websites Improve College Exam Performance, but Review Strategy Might Not Matter. |
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| Authors: | Vaughn, Kalif E.1 (AUTHOR) vaughnk1@nku.edu, Goddard, Perilou1 (AUTHOR), Krull, Douglas S.1 (AUTHOR) |
| Source: | College Teaching. Oct-Dec2025, Vol. 73 Issue 4, p214-221. 8p. |
| Subject Terms: | *Higher education exams, *Retrieval practice, *Academic achievement, *Educational technology, *Learning strategies, *Psychology education, *Memorization, *Teaching aids |
| Abstract: | Retrieval practice has been shown to improve learning and memory, but most of these studies occurred within laboratory settings. We explored whether external review websites influenced exam performance in university-level psychology courses. The websites randomly assigned students to either a read condition (i.e., the question and answer were presented simultaneously) or a test condition (i.e., the question was presented by itself, with the answer being revealed after a retrieval attempt). Students could utilize the websites as frequently as they desired throughout the semester, and separate websites were created for each exam within a particular course. Results suggested that the review websites improved exam performance, but there was no advantage for those in the test versus read group. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Retrieval practice has been shown to improve learning and memory, but most of these studies occurred within laboratory settings. We explored whether external review websites influenced exam performance in university-level psychology courses. The websites randomly assigned students to either a read condition (i.e., the question and answer were presented simultaneously) or a test condition (i.e., the question was presented by itself, with the answer being revealed after a retrieval attempt). Students could utilize the websites as frequently as they desired throughout the semester, and separate websites were created for each exam within a particular course. Results suggested that the review websites improved exam performance, but there was no advantage for those in the test versus read group. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87567555 |
| DOI: | 10.1080/87567555.2023.2257349 |
