Cited by 223Innovative Teaching MethodsMemory Processes and InfluencesEvaluation of Teaching Practices

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The Exam-A-Day Procedure Improves Performance in Psychology Classes

Leeming, Frank C.·2002·Teaching of Psychology

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Abstract

Students in 4 classes had a short exam at the start of every class. Grades were significantly better than in previous classes where the same material was taught but with only 4 exams, and there were fewer withdrawals from the exam-a-day classes. Students taught with the exam-a-day procedure also performed better on a retention test than did students from classes taught using less frequent exams. Responses to anonymous questionnaires administered in all 4 classes indicated that most students believed having an exam every day led to more studying and better learning than in their other classes and that they liked the procedure.

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Authors: Leeming, F. C.
Affiliations: University of Memphis (US)
Corresponding author: Leeming, Frank C.
Venue: Teaching of Psychology
Publisher: SAGE Publications
Published: 2002-07
Volume: 29
Issue: 3
Pages: 210-212
ISSN: 0098-6283 (ISSN-L)
1532-8023
DOI: 10.1207/s15328023top2903_06
OpenAlex: W2108499824
Cited by: 222
References: 2
Citations by year: 2026: 1 · 2025: 5 · 2024: 18 · 2023: 17 · 2022: 10 · 2021: 11 · 2020: 16 · 2019: 16 · 2018: 7 · 2017: 19 · 2016: 11 · 2015: 12 · 2014: 11 · 2013: 12 · 2012: 12
FWCI: 2.03
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Teaching of Psychology (publishedVersion)
Topics: Social Sciences › Education › Innovative Teaching Methods
Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: psychology course, student performance, student retention, student withdrawal, student perceptions, study habits

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The Exam-A-Day Procedure Improves Performance in Psychology Classes

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