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Abstract
The purpose of this study was to evaluate the effectiveness of question-and-answer based review sessions to stimulate student learning (assessed as an increase in exam score) in an animal reproduction course. Data were collected over 2 semesters from students (n=107) enrolled in a Reproductive Physiology course at a major land grant university. Prior to each of the three lecture exams, students had the option of attending a review session the evening (1700 to 1900 hrs) before the exam. Student attendance at review sessions was approximately 30% of the class. Review session attendance was positively correlated to exam score (P<0.10) and student performance on medium and high cognitive level questions (P<0.03). Overall, students who attended the review sessions earned more points on the exams than those who did not (76.1±0.98 vs. 69.6±0.98, respectively). Students who attended the review sessions required the same amount of time to complete Exam 1 and Exam 2 as those students who did not attend (P>0.22), but spent more time answering Exam 3 questions (P=0.08). In conclusion, improved exam scores as a measure of student learning were associated with student participation in review sessions.
Introduction
Review sessions, held outside of the regular class meeting time and mediated by a course instructor or teaching assistant, are designed to provide students additional support and preparation for exams. These sessions can consist of a variety of formats including oral study sessions, administration of a practice exam, or traditional question-and-answer opportunities with instructors (Neef et al., 2007). Cross (1987) stated that students learn more when actively involved in the learning task, thus student involvement in review sessions has the potential ability to promote student learning and success within the classroom. However, student participation and subsequent academic performance, beyond exam scores, following review sessions is not commonly empirically evaluated.
Aamodt (1982a) reported that students who attended a question-and-answer based review session the night before an exam scored higher on a cumulative final exam in an introductory psychology course than students who did not attend. In a subsequent study, Aamodt (1982b) evaluated which aspect of the review session was most beneficial for the students. Students who attended a question-and-answer review session that consisted of key concepts scored better on the final exam than students who attended...