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. 2023 Winter;22(4):ar36. doi: 10.1187/cbe.22-11-0225

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© 2023 S. N. Ewell et al. CBE—Life Sciences Education © 2023 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.

This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License.

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FIGURE 3. — To answer the question, “What is the effect of each study behavior on student performance?”, we correlated the study behaviors of students (i.e., those used for Exam one and Exam three) with performance. A) Count of active-study strategies used by students across all classes compared with student-exam score. B) Count of active-study strategies used by students in each course (i.e., Anatomy and Physiology, Genetics, and Microbiology) compared with student-exam score. C) Count of passive-study strategies used by students across all classes compared with student-exam score. B) Count of passive-study strategies used by students in each course (i.e., Anatomy and Physiology, Genetics, and Microbiology) compared with student exam score. *** represents statistical significance where p ≤ 0.001; ns indicates no statistical significance where p > 0.05.