A Comparison of Study Session Formats on Attendance and Quiz Performance in a College Course

Nancy A Neef; Traci Cihon; Tracy Kettering; Amanda Guld Fisher; Judah B Axe; Madoka Itoi; Ruth DeBar

doi:10.1007/s10864-006-9037-3

A Comparison of Study Session Formats on Attendance and Quiz Performance in a College Course

Nancy A Neef, Traci Cihon, Tracy Kettering, Amanda Guld Fisher, Judah B Axe, Madoka Itoi, Ruth DeBar

Department of School Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

We compared two formats for optional study sessions offered to students in a research methods course. Study sessions alternated between a game format (e.g., Behavioral Jeopardy) and a student-directed question and answer format, presented in counterbalanced order across different sections of the same course. The results of the alternating treatments design in Study 1 indicated that, despite improvements in quiz performance relative to baseline, there were no consistent differences between the two formats on attendance at the study sessions or on weekly quiz performance. Similar results were obtained in a systematic replication (Study 2) in which opportunities to respond to game questions were equated across study sessions.

Original language	American English
Journal	Journal of Behavioral Education
Volume	16
DOIs	https://doi.org/10.1007/s10864-006-9037-3
State	Published - Jan 2007

Keywords

College students
Game vs. question and answer study sessions
Quiz performance
Study session format

Disciplines

Medicine and Health Sciences

Access to Document

10.1007/s10864-006-9037-3License: Unspecified

Cite this

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title = "A Comparison of Study Session Formats on Attendance and Quiz Performance in a College Course",

abstract = " We compared two formats for optional study sessions offered to students in a research methods course. Study sessions alternated between a game format (e.g., Behavioral Jeopardy) and a student-directed question and answer format, presented in counterbalanced order across different sections of the same course. The results of the alternating treatments design in Study 1 indicated that, despite improvements in quiz performance relative to baseline, there were no consistent differences between the two formats on attendance at the study sessions or on weekly quiz performance. Similar results were obtained in a systematic replication (Study 2) in which opportunities to respond to game questions were equated across study sessions. ",

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AU - Axe, Judah B

AU - Itoi, Madoka

AU - DeBar, Ruth

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