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. |
|---|---|
| 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] |
| Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188232547 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Review Websites Improve College Exam Performance, but Review Strategy Might Not Matter. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vaughn%2C+Kalif+E%2E%22">Vaughn, Kalif E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> vaughnk1@nku.edu</i><br /><searchLink fieldCode="AR" term="%22Goddard%2C+Perilou%22">Goddard, Perilou</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Krull%2C+Douglas+S%2E%22">Krull, Douglas S.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Oct-Dec2025, Vol. 73 Issue 4, p214-221. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education+exams%22">Higher education exams</searchLink><br />*<searchLink fieldCode="DE" term="%22Retrieval+practice%22">Retrieval practice</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+education%22">Psychology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188232547 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/87567555.2023.2257349 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 214 Subjects: – SubjectFull: Higher education exams Type: general – SubjectFull: Retrieval practice Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Psychology education Type: general – SubjectFull: Memorization Type: general – SubjectFull: Teaching aids Type: general Titles: – TitleFull: Review Websites Improve College Exam Performance, but Review Strategy Might Not Matter. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vaughn, Kalif E. – PersonEntity: Name: NameFull: Goddard, Perilou – PersonEntity: Name: NameFull: Krull, Douglas S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct-Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 87567555 Numbering: – Type: volume Value: 73 – Type: issue Value: 4 Titles: – TitleFull: College Teaching Type: main |
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