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Do review sessions improve exam performance? Evidence from the UK

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  • Petar Stankov

    (N/A)

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.

Suggested Citation

  • Petar Stankov, 2024. "Do review sessions improve exam performance? Evidence from the UK," Advances in Economics Education, Edward Elgar Publishing, vol. 3(2), pages 204-218, December.
    • Handle: RePEc:elg:aeejrn:v:3:y:2024:i:2:p204-218
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    More about this item

    Keywords

    review session; exam performance; supplemental instruction; student well-being;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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