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Abstract
Traditional exam reviews are passive and face many challenges to prepare students for exams. In this study, we proposed the Tab-Meta Key model, which emphasizes five major factors (time, accountability, big picture, key concepts, and metacognition) and is supported by prior literature. We also designed an exam review based on this model. This exam review is scientifically optimized regarding review contents, activity design, time management, and synergistic effects among different pedagogies. We also evaluated the effectiveness of the Tab-Meta Key–based exam review in Introductory Biology I. Our results demonstrated statistically significant improvement on students’ academic performances as well as positive student perceptions. The Tab-Meta Key model proposed in this study can be implemented in other STEM courses.
Acknowledgments
We are grateful for Dr. Phang-Cheng Tai’s unfailing support. We appreciate Dr. Therese M Poole for her valuable advice on this research and Dr. Mike Metzler for his assistance on the IRB application. We express our thanks to David Cotter, Devangi Singh Bohra, and Martha Fulk for meaningful feedback and grammar editing. In addition, many thanks to the multimedia designers Garrett Dehart and David Andrew Bardi for the design of Tab-Meta Key model.
The procedures used in this study were reviewed and approved by the Institutional Review Board at Georgia State University (IRB Number: H20187).