Exploring the relationship between experienced students' preference for open- and closed-book examinations, approaches to learning and achievement

Milienos, Fotios S.

doi:10.1080/13803611.2013.765691

Cited by 26 publications

(24 citation statements)

References 99 publications

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“…Based on the results of Karagiannopoulou and Milienos (2013a), where the reliability and validity of the ASSIST were investigated, we omitted the two ineffective subscales mentioned earlier. Factor analysis of our current data set produced three factors closely similar to those of our earlier study, and corresponding to deep, strategic and surface approaches.…”

Section: Resultsmentioning

confidence: 99%

“…It has been used in a large number of studies across many countries and languages (e.g. Anderson, Lee, Simpson, & Stein, 2011;Diseth, 2001;Karagiannopoulou & Christodoulides, 2009;Karagiannopoulou & Milienos, 2013a;Valadas, Gonçalves, & Faísca, 2010). The questionnaire has three main sections measuring conceptions of learning; approaches to learning; and preferences for different types of course and teaching, followed by the single question inviting the self-evaluation of achievement.…”

Section: Achievementmentioning

confidence: 99%

“…In this model, approaches to learning appears as a process factor related to experiences of the teaching-learning environment (presage factor) and draws on a number of studies indicating the 30 E. Karagiannopoulou and F.S. Milienos influence of aspects of the learning environment, such as the approaches to teaching and the form of assessment used on approaches to learning (Karagiannopoulou, 2010;Karagiannopoulou & Milienos, 2013a;Parpala et al, 2013;Richardson, 2006;Thomas & Bain, 1984), drawing on Marton and Säljö's (1976) argument that approaches to learning are necessarily relational, being dependent on both content and context. The second model explored the second possibility, with approaches to learning appearing as a presage factor and experiences of the teaching-learning environment being the process factor that mediates the effect of approaches on achievement.…”

Section: Aims and Relevancementioning

confidence: 99%

“…Milienos discipline settings (see, Entwistle & Ramsden 1983) and also variations in environments, the validity and reliability of the instrument used in the present study was considered carefully (see also, Byrne, Flood, & Willis, 2004, p. 451). The validity of ASSIST in our specific university setting has recently been explored by Karagiannopoulou and Milienos (2013a). The expected three-factor structure (corresponding to strategic, deep and surface approaches) emerged from an analysis carried out at subscale level (as in Tait, Entwistle, & McCune, 1998).…”

Section: Achievementmentioning

confidence: 99%

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Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement

Milienos

2014

Educational Psychology

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The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student's experiences of the teaching-learning environment, respectively. These two constructs were then used as either first-or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students' experiences of the teaching-learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching-learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching-learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching-learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching-learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.

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Section: Resultsmentioning

confidence: 99%

Section: Achievementmentioning

confidence: 99%

Section: Aims and Relevancementioning

confidence: 99%

Section: Achievementmentioning

confidence: 99%

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Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement

Milienos

2014

Educational Psychology

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“…Students' perceptions of a specific assessment type appear to influence their attitude towards both preparing for and taking the assessment (Du Preez & Du Preez, 2012;Struyven, Dochy, & Janssens, 2002) 1 . There also seems to be a link between a student's study profile, assessment preference and final achievement (Karagiannopoulou & Milienos, 2013).…”

Section: Introductionmentioning

confidence: 99%

Taxation students’ perceptions of open-book assessment: a follow-up interactive qualitative analysis

Preez

2015

South African Journal of Accounting Research

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Students' perceptions of a particular assessment type seems to influence their attitude to preparing for and taking the assessment. The literature suggests that open-book assessment allows a better understanding of the content of a subject area, thus better preparing students for real-life situations. Hence, this study sought an in-depth understanding of taxation students' perceptions of open-book assessment in the process of qualifying as chartered accountants. Using already published findings on a focus group of taxation students' perceptions prior to exposure to open-book assessment, an interactive qualitative analysis (IQA) method was again adopted to analyse interviews with taxation students on their perceptions of open-book assessment after exposure to such assessment. The new findings were compared to those for the focus group. The affinities that emerged from the focus group study elicited various comments from the interviewees. One difference between the two groups was that the focus group saw the different approach affinity as the final outcome of the system created by the IQA, while the interviewees regarded this affinity as the system's primary starting point. Secondary differences between the two groups pertained to the affinities encouragement, improved quality of answers, negative environment and time management. The groups agreed on good preparation, back-up, general advantages and negative symptoms of openbook assessment. This study concludes that when students need to be prepared for open-book assessment, the different approach affinity should be a point of departure.

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Investigating the Interplay of Academic Dishonesty, Open Book Exams Perception, Preference, And Student Outcomes from The Self-Efficacy Theory Perspective

Anthonysamy,

Singh

2024

J Acad Ethics

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Exploring the relationship between experienced students' preference for open- and closed-book examinations, approaches to learning and achievement

Cited by 26 publications

References 99 publications

Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement

Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement

Taxation students’ perceptions of open-book assessment: a follow-up interactive qualitative analysis

Investigating the Interplay of Academic Dishonesty, Open Book Exams Perception, Preference, And Student Outcomes from The Self-Efficacy Theory Perspective

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