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Abstract
This study investigated the real-world effectiveness of a self-administered Strategic Resource Use intervention, the "Exam Playbook," among 12,065 college students in 14 STEM and Economics classes. Using educational technology, the intervention was scaled up and tracked. Results showed that students who used the Exam Playbook scored an average of 2.17 percentage points higher on exams than non-users (effect size d = 0.18). This effect remained significant after controlling for college entrance exam scores. The study also found that effectiveness varied depending on class climate, gender, first-generation status, frequency of use, and timing of use.
Publisher
npj Science of Learning
Published On
Aug 29, 2022
Authors
Patricia Chen, Dennis W. H. Teo, Daniel X. Y. Foo, Holly A. Derry, Benjamin T. Hayward, Kyle W. Schulz, Caitlin Hayward, Timothy A. McKay, Desmond C. Ong
Tags
Exam Playbook
intervention
college students
exam performance
STEM
education technology

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