Article
Faculty discuss study strategies, but not the best ones: A survey of suggested exam preparation techniques for difficult courses across disciplines
Scholarship of Teaching and Learning in Psychology
(2018)
Abstract
There is a wealth of research on self-report and intervention based student study habits. There is also a well-established behavior checklist for master professors (Keeley, Smith, & Buskist, 2006). However, there is little work detailing the techniques used by faculty in assisting their students with exam preparation (Morehead, Rhodes, & DeLozier, 2016). We present results from a survey of 160 nonpsychology faculty at a medium sized liberal arts institution regarding faculty delivered instructions on how to study for exams. The data suggest that although the majority of faculty respondents discuss study skills, 54% provide only passive strategies (e.g., rereading), while 46% provided at least one active strategy (e.g., self-testing). Suggestions and implications for improving the dissemination of more effective study techniques to faculty across disciplines are discussed.
Disciplines
Publication Date
June, 2018
DOI
10.1037/stl0000107
Citation Information
Marianne E. Lloyd and Amy S. Hunter. "Faculty discuss study strategies, but not the best ones: A survey of suggested exam preparation techniques for difficult courses across disciplines" Scholarship of Teaching and Learning in Psychology Vol. 4 Iss. 2 (2018) p. 105 - 114 Available at: http://works.bepress.com/marianne_lloyd/13/