How Exam Cheat Sheets Shape Student Success (2024)
Undergraduate: Amanda Harper
Faculty Advisor: Laura Ott
Department: Biology
Instructor-authorized exam cheat sheets have recently become commonplace within UNC’s_x000D_
introductory biology courses, but it is unclear how cheat sheets impact student exam scores, if_x000D_
at all. To investigate, we asked how students’ direct interactions with their cheat sheets prior to_x000D_
and during an exam, and their corresponding perceptions, are related to exam performance._x000D_
Students within the same introductory biology course created unique cheat sheets that they_x000D_
could refer to during midterm exams. Students completed online surveys after Exam 1 (N = 270)_x000D_
and Exam 2 (N = 211), providing information on their behaviors and perceptions relating to their_x000D_
cheat sheet and exam. Exam scores were found to be negatively correlated to behaviors_x000D_
involving cheat sheet interaction, including the amount of time spent creating cheat sheets and_x000D_
cheat sheet referencing frequency during the exam. Students’ perception that they relied_x000D_
excessively on their cheat sheets was also negatively correlated to exam scores. Alternately,_x000D_
significant positive correlations were observed between exam scores and the perception that_x000D_
cheat sheets increased students’ confidence on exams. These results suggest that cheat sheets_x000D_
do not serve as a replacement for effective studying and learning, as relying on them is_x000D_
associated with relatively low exam scores. Instead, cheat sheets appear to assist students the_x000D_
most when improving the mindset with which they take the exam. Therefore, cheat sheets likely_x000D_
serve as an effective pedagogical tool when students use them sparingly, reaping the benefits in_x000D_
mentality without falling into a false sense of security. Current work includes expanding this_x000D_
study to encompass biology electives and students with more experience in college-level_x000D_
biology courses.