Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance

Abstract

Preparing for high-stakes exams in introductory physics courses is generally a self-regulated activity. Compared to other exam reviewing strategies, doing practice exams has been shown to help students recognize gaps in their knowledge, encourage active practicing, and produce long-term retention. However, many students, particularly students who are struggling with the course material, are not guided by research-based study strategies and do not use practice exams effectively. Using data collected from a fully online course in Spring 2021, this study examines two interventions aimed at improving student self-regulated studying behaviors and enhancing student metacognition during exam preparation. We found that a modified format of online practice exams with one attempt per question and delayed feedback, increases the accuracy of feedback about student readiness for exams but does not change the accuracy of their predicted exam scores or studying behaviors. Additionally, an added mock exam one week before the actual exam impacts students' intentions for studying but does not impact actual study behaviors or facilitate metacognition. These results suggest that interventions designed to improve exam preparation likely need to include explicit instruction on study strategies and student beliefs about learning.