Israa Ihab¹, Elaina B.K. Brendel¹, Camille Law¹, Kelsey Van¹, Jamie L.A. Martin¹, Jennifer M. Monk^1,

The permitted use of exam aids has the capacity to decrease examination stress and positively impact student learning and academic performance. The purpose of this study was to develop an exam aid assessment rubric to evaluate the inclusion of critical organization and course content integrative elements included on single page student-generated exam aids. The exam aids were used as both a learning and examination preparation tool that were also used as a supportive aid during the final exam of a fourth-year nutrition and disease pathophysiology course. Student-generated exam aids (n=167) were assessed according to two rubrics for exam aid assessment scores, namely the exam aid general score and exam aid content integration score developed by the research team. Subsequently, the relationship between students’ exam aid assessment scores and academic performance (e.g., final exam grade, final grade in the course), learning approach (namely deep and surface approaches, motives, and strategies) and perceived stress scale (PSS) scores were determined using online survey data collected at the end of the academic semester prior to the final exam. Higher exam aid assessment scores were positively correlated with higher academic performance outcomes, including both final exam grade and overall final grade in the course (P<0.05). Students’ surface learning approach scores and surface learning motive scores were both inversely correlated with their exam aid content integration score (P<0.05), whereas PSS scores were negatively correlated with final grade, exam aid general score, and exam aid content integration score (P<0.05). Conversely, PSS scores were positively correlated with surface learning approach and surface learning motive scores (P<0.05). This demonstrates the negative impact of stress on academic performance and engagement in examination preparation activities and learning approach. Collectively, this study demonstrates the positive impact of student-generated exam aids but highlights that their potential benefits to support student learning and academic performance is limited in students still experiencing higher stress levels and/or surface learning approaches.

exam aid, student stress, anxiety, learning approach, academic performance, rubric