Document Type

Conference Proceeding


Paper presented at the 47th annual meeting of the New England Educational Research Organization, Portsmouth, NH. April 2015.


Much research has been conducted on the topic of self-efficacy and its relationship to student performance. In alignment with the theory of self-efficacy and research performed by Bandura (1993), Schunk (1989, 1991), Zimmerman (1985, 1990), Multon, Brown and Lent (1991); and others, the purpose of this action research study was to determine the relationship of student voluntary attendance at a minimum of one of two optional exam review sessions and whether or not it resulted in a feeling of increased confidence about their potential performance on the exam compared to those students who did not attend the review. Additionally, the study reviewed grades on major course assessments for the students attending the review sessions (N=199) compared to the grades of students who did not attend the review prior to taking the exam (N=51) in order to determine if there was a significant difference in performance of the two groups. Data were collected using a descriptive survey and a review of student grades. Descriptive statistics, correlations, chi-square and t-tests were used to analyze the data.

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.



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