Combating Unintended Consequences of in-Class Revision Using Study Skills Training

Abstract

In order to assess the most effective means of revising course material in-class, the researchers manipulated the type of revision (spaced after each chapter versus a single, pre-exam revision) and collected exam scores, student study time estimates, and student confidence estimates. In addition, the researchers manipulated whether the class received a study skills training lecture at the beginning of the semester. Results indicated that a single, massed revision might have a counterintuitive effect, increasing student confidence, while decreasing study time and exam scores. This negative effect, however, was mitigated by a brief study skills training that highlighted the dangers of overconfidence and massed practice.

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