  We investigated the effects of student-generated problems on exams. The
process was gradual with some training throughout the semester. Initial results
were highly positive with the students involved performing significantly
better, and showing statistically significant improvement (t = 5.04) compared
to the rest of the class, on average. Overall, performance improved when
students generated problems. Motivation was a limiting factor. There is
significant potential for improving student learning of physics and other
problem-based topics.
