Proceedings of the 2020 ASEE PSW Section Conference, canceled
April 30, 2020
April 30, 2020
October 10, 2020
With increased content and material taught by university professors and instructors, students face difficulty in trying to memorize large amounts of course content in order to perform well on exams. In engineering specifically, there are a lot of equations that students either need to memorize, or have provided on an exam. To resolve this issue, professors often allow students to create and use support sheets, also known as cheat sheets or crib sheets, which contain useful information to aid them during an exam. This eases the burden of rote memorization, and hence can reduce student stress or anxiety during the exam.
The creation of the support sheet lies in the hands of the student, and each student can include any information they deem useful. The content of the support sheet can include diagrams, formulas, procedures or even a simple reminder. Since every sheet is student created, it brings into question whether certain course content is more prevalent and if inclusion of said content would increase exam performance. Numerous studies have already considered the content of the support sheets and how they relate to exam or course performance. More specifically in our previous study, we made successful attempts to correlate the type of information written, density and organizational rating of each sheet with the student’s course grade and exam performance.
For this study, we instead look at the student perspective in creating support sheets, and what they felt was most useful in the creation of the sheet as well as their usefulness during an exam. The main objective of this paper will be to address certain underlying questions such as, ‘What did the majority of students find important in assembling their support sheet?’, ‘What are the different ways and methods of designing a well formulated support sheet?’, ‘Would students regret omitting information or trying to improve their sheet every test?’. The answers to these questions will be correlated closely with the student’s grade, to check the success and proportionality of whether or not improvements made or mistakes avoided, affected their grade. To provide this detailed analysis of what we investigated, we inspected and coded 250 reflection responses provided by students immediately following their test. This research paper will likely appeal to instructors as it would provide valuable advise on guiding students, on the various methods of constructing a more precise and useful support sheet that could help them during the exam. The paper may also interest students as they work to create exam support sheets that will support them while studying as well as during an exam.
Danielian, S. A., & Arun, V. R., & Buswell, N. T. (2020, April), A thematic analysis of students’ perspectives and opinions on the construction of exam support sheets Paper presented at Proceedings of the 2020 ASEE PSW Section Conference, canceled, Davis, California. https://peer.asee.org/36034
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015