2026 ASEE Annual Conference & Exposition

The Impact of Reference-sheets on Undergraduate Students’ Learning in Electrical and Computer Engineering

Presented at Student Division (STDT) Technical Session 5

Assessment practices in engineering influence both students' learning experiences and their motivation. Reference-sheets is typically a piece of paper that contain formula(s), key concepts or a piece of information used during exam. The use of reference sheets during exams is common in undergraduate engineering courses and has been known to reduce exam-related anxiety. Despite this, little is known about how students understand and experience reference-sheets in relation to learning outcomes such as exam performance, retention, and time management during their exam. In addition, limited research has these experiences using motivational lenses.

The purpose of this qualitative study was to examine how undergraduate electrical and computer engineering students described their experience with reference-sheets in regard to exam-related anxiety, time management, retention, and exam performance, and to interpret these experiences using Expectancy-Value Theory (EVT). Semi-structured interviews were conducted with 11 undergraduate engineering students at a very research-intensive intuition in the United States. Data was analyzed using both deductive (EVT constructs) and inductive thematic analysis.

Preliminary findings detailed how reference-sheets supported the students’ confidence and their preparation for their exams while reducing pressure during examinations. Participants described that using reference-sheets as a tool for organizing and reviewing materials which helped their studying more effective in addition, when reference-sheets or open book format was allowed, students reported continued studying showing attainment value and being motivated rather than relying on their score alone. These findings extend prior research on the use of reference-sheets by revealing how motivational value is being perceived by students beyond reduction in exam-anxiety and exam performance. The analysis show that assessment design can reduce exam-related anxiety while still supporting student motivation to learn, offering guidance for designing assessment which support both wellbeing and also learning in engineering education.

Authors

Mrs. Similoluwa Temitope Ige University of Georgia [biography]

Master's Student in Electrical and Computer Engineering at the University of Georgia
Dr. Sarah Jane Bork http://orcid.org/0000-0002-4344-554X University of Georgia [biography]

Dr. Sarah Jane (SJ) Bork is an Assistant Professor in Engineering Education and Electrical and Computer Engineering. Dr. Bork’s research has focused on examining the mental health experiences of engineering graduate students. She has studied different areas (e.g., social factors, engineering culture, etc.) using a variety of research methods (e.g., regression analysis, photovoice, factor analysis, interview data, etc.). Dr. Bork earned her doctorate degree from the University of Michigan’s Engineering Education Research Program. Prior to this, she earned both a Bachelor’s and Master’s degree in Electrical Engineering from The Ohio State University.
Dr. Rachel Figard http://orcid.org/0000-0002-1524-5778 University of Georgia [biography]

Dr. Rachel Figard is an Assistant Professor at the University of Georgia in the Engineering Education Transformations Institute (EETI) and the Department of Environmental, Civil, Agricultural, and Mechanical Engineering (ECAM). Her primary areas of research include disabled student experiences, design justice, the impact of institutional policy and practice on student experience, and accessible user experience design. She received a Ph.D. in Engineering Education Systems and Design from Arizona State University (ASU), an M.S. in User Experience from ASU, and a B.S. in Industrial Engineering from North Carolina State University.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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2026 ASEE Annual Conference & Exposition

​​The Impact of Reference-sheets on Undergraduate​ Students’ Learning in Electrical and Computer Engineering

Presented at Student Division (STDT) Technical Session 5

For those interested in:

The Impact of Reference-sheets on Undergraduate Students’ Learning in Electrical and Computer Engineering