A Comparison of Study Aids on Exam Performance
Michele C. Baranczyk, Matthew J. Gray

Abstract
Data were collected from 453 students enrolled in General Psychology courses over two semesters to evaluate the effectiveness of textbook pedagogical aids. Students who volunteered for a study skills intervention were randomly assigned to either a study skills intervention containing a packet of paper-and-pencil worksheets and online quizzes; or a computer program condition requiring meta-cognition. Performance data via class exams were recorded for both experimental groups. Performance data from students who did not participate in any intervention served as a control group. Longitudinal results indicate that the Packet condition showed an increase in exam scores after the intervention, while the computer Metacognitive Program and control group showed a decrease in exam scores after the intervention. In addition, the Metacognitive Program condition resulted in higher self-reports of program utility compared to the paper-and-pencil condition. Implications of this research suggest that relatively simple instructor intervention may be effective in improving exam grades.

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