Required vs. Optional Study Guides: Exam Performance in Online Introduction to Psychology
Saved in:
| Title: | Required vs. Optional Study Guides: Exam Performance in Online Introduction to Psychology |
|---|---|
| Language: | English |
| Authors: | Zein A. Saleh (ORCID |
| Source: | Teaching of Psychology. 2026 53(3):245-250. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Study Guides, Study Skills, Undergraduate Students, Introductory Courses, Psychology, Online Courses, Test Preparation, Academic Achievement, Outcomes of Education, Scores, Asynchronous Communication |
| DOI: | 10.1177/00986283251330917 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Background: Introduction to psychology disproportionately enrolls beginning college students with significant variability in study skills. Study guides are tools that may help students more effectively prepare for exams. Objective: The purpose of this study was to compare exam performance for students who completed required versus optional study guides. Method: Students (n = 169) in asynchronous online Introduction to Psychology completed required study guides for three exams, while 86 students in a comparison section completed a required study guide only for the final exam, though study guides were available for all exams. To control for student motivation, regression analyses incorporated Learning Management System (LMS) engagement metrics, including participation rates, page views, and on-time assignment completion. Results: Students in the required-guide group significantly outperformed those with optional guides. Regression analyses indicated that study guide completion contributed significantly to exam success even after accounting for the influence of Exam 1 and engagement. Conclusion: Requiring study guides was associated with improved exam performance, even when controlling for motivation and prior exam scores. These findings suggest that completing a structured study guide may support student success in online courses. Teaching Implications: Integrating required study guides into courses may improve exams independent of student motivation. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/4zqew |
| Entry Date: | 2026 |
| Accession Number: | EJ1505531 |
| Database: | ERIC |
| Abstract: | Background: Introduction to psychology disproportionately enrolls beginning college students with significant variability in study skills. Study guides are tools that may help students more effectively prepare for exams. Objective: The purpose of this study was to compare exam performance for students who completed required versus optional study guides. Method: Students (n = 169) in asynchronous online Introduction to Psychology completed required study guides for three exams, while 86 students in a comparison section completed a required study guide only for the final exam, though study guides were available for all exams. To control for student motivation, regression analyses incorporated Learning Management System (LMS) engagement metrics, including participation rates, page views, and on-time assignment completion. Results: Students in the required-guide group significantly outperformed those with optional guides. Regression analyses indicated that study guide completion contributed significantly to exam success even after accounting for the influence of Exam 1 and engagement. Conclusion: Requiring study guides was associated with improved exam performance, even when controlling for motivation and prior exam scores. These findings suggest that completing a structured study guide may support student success in online courses. Teaching Implications: Integrating required study guides into courses may improve exams independent of student motivation. |
|---|---|
| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283251330917 |
