This study was conducted to determine whether embedding instruction about exam questions in class leads to higher exam performance. Students (N = 64) in an introductory level Human Development and Family Studies (HDFS) course were tested on questions discussed in class, questions that were in online materials, and new questions. Students' scores on the Study Behavior Inventory (SBI; Bliss & Mueller, 1986; 1993) were correlated with exam performance. On Exam 1, students performed better on the

more »

... estions that had been presented in class than on the other two types of questions. Students' test scores also correlated significantly with their SBI results. On the second exam, students' performance on the questions presented in class and those available online differed significantly from the new questions, although exam performance was not significantly correlated with the SBI results. These results suggest that students benefit from embedded test instruction and alter their study habits following test performance feedback. Introduction The literature on student performance has three primary foci: