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Abstract
This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension. Notably, students who do not perform as well prioritize study material order rather than method effectiveness. By promoting effective study techniques and addressing disparities between high and low achievers, instructors can enhance outcomes for all students. This study underscores the importance of tailored study approaches in introductory physics, empowering students with effective strategies for improved academic achievement and exam performance.
Additional information
Notes on contributors
David Waters
David Waters ([email protected]) was an assistant professor in the Department of Basic Sciences at the time of this research, and Rahul Jilakara was a student, both at the University of Health Sciences and Pharmacy in St. Louis in St. Louis, Missouri.
Rahul Jilakara
David Waters ([email protected]) was an assistant professor in the Department of Basic Sciences at the time of this research, and Rahul Jilakara was a student, both at the University of Health Sciences and Pharmacy in St. Louis in St. Louis, Missouri.