Use of a question and answer study guide in an introductory soil science course

Abstract

The traditional study methods of reading and re-reading textbook and lecture notes may be improved upon by the use of a question-and-answer study guide that more actively engages the student in the studying process. Such a study guide was developed for a college junior-level introductory soil science course. This study guide consists of a series of questions on each of the major concepts in the course. The questions lead the student in a logical sequence from the simple to the more complex aspects of each subject. Answers are provided at the end of each chapter. Various question formats are used including numerical, graphic, and verbal. Though its use was voluntary and optional the study guide was purchased by 85 to 95% of the students enrolled in the course. A questionnaire, distributed near the end of each of five semesters, was filled in by a total of 529 students. Their responses indicated that 92% of them worked in the study guide for at least 1 h/week. Over 75% of the respondents agreed or strongly agreed that the study guide helped them learn the course material and prepare for exams, though only 16% felt it helped them more than reading the textbook, attending lectures, and studying their notes. Nearly all the respondents thought that the answer keys at the end of each chapter contributed to the study guide's effectiveness. When the study guide was used without answer keys for one semester, it caused a great deal of insecurity among the students and inconvenience for the instructor. More than 80% of the respondents would like to see other instructors provide similar study guides.