Do review sessions improve exam performance? Evidence from the UK

Petar Stankov

Advances in Economics Education, 2024, vol. 3, issue 2, 204-218

Abstract: Out-of-term classroom time to review exam-related material is widespread. However, despite the investment in organizing and running the review sessions, their causal effect on exam performance remains unknown. Using individual-level data from a quasi-experiment, this paper identifies the effect of a review session on exam performance in a large undergraduate economics course in the United Kingdom. Contrary to pedagogical priors, the effect is insignificant. It is not driven by selection bias and remains insignificant in a series of robustness checks. The puzzling irrelevance of review sessions is discussed. A low-cost response might be to schedule review sessions closer to the exam.

Keywords: review session; exam performance; supplemental instruction; student well-being (search for similar items in EconPapers)
JEL-codes: A22 I21 I22 I23 (search for similar items in EconPapers)
Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.elgaronline.com/view/journals/aee/3/2/article-p204.xml (application/pdf)
Restricted Access

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:elg:aeejrn:v:3:y:2024:i:2:p204-218

Access Statistics for this article

Advances in Economics Education is currently edited by Peter Docherty

More articles in Advances in Economics Education from Edward Elgar Publishing
Bibliographic data for series maintained by Phillip Thompson ().