The use of invigilated exams improved students' attitudes towards biophysics: A quasi-experimental study

Abstract

Introduction: Negative attitudes and insufficient motivation to study can contribute to poor outcomes when teaching biophysics. Fear of failure can be alleviated by using invigilated exams. The aim of this study was to investigate whether invigilated exams impact students' self-reported effort to study, their attitudes, and the factors that promote academic performance. Methods: A single-group post-test quasi-experimental study was conducted to explore the attitudes of a sample population. Data was collected using a questionnaire specifically developed for this study. The sample consisted of 472 students from four consecutive academic years (generations). Descriptive statistical methods were applied for data analysis, and average values were compared using the Student's t-test. Results: Over 80% of students in the first generation reported a high level of fear of failure. After the introduction of new examination methods, this number decreased significantly by more than 20% (p < 0.001, P = 1). Concurrently, the time spent studying increased by over 40% (p = 0.006, P = 88). Furthermore, nearly all students (99%) believed that using information and communication technology (ICT) and social networks enhanced their academic success. Conclusion: The findings indicate that information and communication technology have a positive, though limited, effect on students' motivation to learn biophysics and their attitudes toward the subject.