Abstract
We experimentally investigated whether requiring completion of only multiple-choice study guide questions differentially affected multiple-choice exam performance compared to requiring a variety of study guide exercises (learning goals, vocabulary, fiil-in-the-blank concepts, multiple-choice questions, short essay questions, matching, and language enhancement) for introductory psychology students (N = 244). There was not a significant difference in multiple-choice exam performance. We conclude that requiring a variety of study guide exercises produces no significant benefit for multiple-choice exam performance over and above those produced by requiring only multipie-choice exercises.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 40-42 |
| Number of pages | 3 |
| Journal | Teaching of Psychology |
| Volume | 33 |
| Issue number | 1 |
| State | Published - 2006 |
ASJC Scopus subject areas
- Education
- General Psychology