Study Behavior in the Closed-Book and the Open-Book Examination: A Comparative Analysis

Abstract

The study focused on students’ perceptions in order to find out the study behavior put forward by them prior to and during the exam in each of both the open-book and the closed-book exam alternatives. Participants were 181 students, comprising a 72.8% response rate, who experienced both exam alternatives; they were asked to assess 39 statements referring to study behaviors on a 5-point scale (1 = not at all present to 5 = present to a very great extent) for both exam options. The results indicated that students preparing for a closed book examination tend to postpone their study at the end of the semester, focus on the assigned texts and memorize information. Students preparing for an open-book examination tend to consult various sources and interrelate the information acquired; when taking the exam, they work creatively while, at the same time, they probe deeply into the knowledge gained. When the 39 statements were factor-analyzed, four factors emerged having to do with (a) mastering the course content; (b) involvement in the learning process; (c) using the knowledge gained in a creative way; and (d) facing the exam with optimism. For all four factors, the composite score was higher for the open-book exam option than for the closed one. The implications of the study as well as its major flaws are also discussed.