Abstract
We examined how academic background and course involvement differentially predicted students' performance on lecture- and text-based exam questions (N = 114; 34% men; 76% freshmen). Results showed that academic background and course involvement predicted performance on lecture-based questions and overall exam performance, whereas academic background variables alone predicted performance on text-based questions. We discuss the pedagogical implications of the findings on course and test design.
Notes
a Gender was coded women = 0, men = 1.
b Year was coded freshman = 1, sophomore = 2, junior = 3, senior = 4.
∗p < .05;
∗∗ p < .01.
a Gender was coded women = 0, men = 1;
b Year was coded freshman = 1, sophomore = 2, junior = 3, senior = 4.
∗p < .05;
∗∗ p < .01.
