Abstract
Examinations that consist of varied formats are distributed to students across educational institutions to measure individual performance and achievement. Previous research studies that investigated the effects of cramming and the usage of different exam formats were examined and summarized in a comprehensive literature review. Findings suggest that students commonly use the cramming study strategy as a method of preparation for exams. Yet the effectiveness of cramming remains a subject of controversy among educators. Little to no research has been conducted to determine whether cramming is engaged in response to a given exam format. This author concludes from a review of the literature that there may be a correlation between cramming engagement and examination format. There is no evidence to corroborate this hypothesis, but implications for further research are suggested.
Advisor
Daniel Houlihan
Committee Member
Jasper Hunt
Committee Member
Barry Ries
Date of Degree
2011
Language
english
Document Type
APP
Degree
Master of Science (MS)
College
Graduate Studies and Research
Recommended Citation
Haberman, A. (2011). Student examination performance predictors: The cramming study strategy and examination format. [Master’s alternative plan paper, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/79/
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