Rehearsal Users Perform Better in a First-Year Science Course: Assessment, Learning and Well-Being in the Undergraduate Context

Abstract

The secondary to post-secondary transition is of critical importance for student learning and well-being. This transition is examined in the context of an undergraduate science course at a large Canadian university. A survey was completed by 20 students to assess different components of their mental health, as well as the study strategies they employ. A semi-structured interview that included a Q-sort activity was conducted following the survey. 12 students’ grades were included in the analysis (60%). A strong negative correlation was found between anxiety and task performance (r = -0.697, p = 0.012). Results from a Mann-Whitney U test found that students who preferentially studied using the repetition of information (e.g., flashcards, re-reading), a strategy termed rehearsal, had significantly higher task grades (p = 0.029) than those who didn’t. Themes that arose from the interviews echoed those found in similar studies: grouping assessments within close proximity and in a cumulative format contributes to assessment anxiety, and remote assessment formats include both positive and negative effects. Preliminary findings highlight the often overlooked benefits of rehearsal learning when used in the appropriate context. Increased sample size and a categorization scheme that better describes different learner profiles should be sought in future studies.