I agree with Ed about the silliness of study guides.  They are usually used as 
a crutch.  Having said that, of course I do use them to keep the students 
happy!  Those that are cramming and haven't read or even bought the text, can 
at least see how behind they are.  I stress the problems with the study guides, 
but tell the students the questions are there to help get them involved in the 
material and promote elaborative learning not last minute cramming.  In my case 
I use about 40 essay type questions and many tell students to be able to 
explain, illustrate, apply the material.  The A and B students seem to use them 
as good self-test study aids, and the rest just seem comforted to have 
something called a study guide.  They COULD be useful to help students (in 
addition to lecture/demos) learn what is important, how material is organized, 
etc., and to promote active rehearsal.  Alas, students have been taught in most 
school settings that the study guides are like an answer sheet.  I have even 
provided extra credit for students to evaluate and think about study guides in 
relation to material we have covered about learning.  Many of them arrive at 
the same conclusion --namely that they are typically used as crutches by the 
students with weaker study skills but are valuable for those who are on top of 
things.  Now and then, a student will tell me that the study guide was no good 
because they used it to cram and it didn't do magic for them.  I also have 
students who have used old exams from previous semesters, and then they feel 
overconfident, do not attend and do not study, and of course, do not really 
understand the material.  They still are unable to answer any of the thinking 
or application questions, and of course, the exam is never exactly the same.  I 
get complaints from them on the class evals.  Gary
 
 
Gerald L. (Gary) Peterson, Ph.D.
Professor, Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[EMAIL PROTECTED]


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