The Impact of Take-home Open-book Examinations due to COVID-19 among Business Students. Do Gender, Age, and Academic Skills Matter?

Opstad, Leiv; Pettersen, Ivar

doi:10.51986/ijer-2022.vol4.03

Cited by 6 publications

(6 citation statements)

References 46 publications

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“…These students become uncomfortable with a change to MCT or THT. This is in line with previous research that the exam design influences the ranking of the students (Opstad, 2022;Opstad & Pettersen, 2022).…”

Section: Comparing the Two Groups Of Students An Overall Evaluationsupporting

confidence: 92%

“…This mean that the institutions' choice of teaching and assessment practice might have considerable impact on the students' performance and the ranking of the students. Opstad and Pettersen (2022) confirm this finding. Home-based exams are do not favour older students and those with good grades, as well as students of theoretical mathematics from upper secondary schools.…”

Section: Literature Reviewsupporting

confidence: 73%

“…Our figures may indicate that despite better qualifications from the upper secondary school, they may get lower grades compared to the online group at home-based exams. One explanation for the latter is that home-based exams provide different conditions than traditional exams, and this affects the ranking (Opstad, 2022;Opstad & Pettersen, 2022). However, there are quite a few observations in this research, so one must be careful when drawing conclusions.…”

Section: Expected Performance and Actual Performance (Research Questi...mentioning

confidence: 91%

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Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching

Opstad

2022

IER

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The aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.

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Section: Comparing the Two Groups Of Students An Overall Evaluationsupporting

confidence: 92%

Section: Literature Reviewsupporting

confidence: 73%

Section: Expected Performance and Actual Performance (Research Questi...mentioning

confidence: 91%

See 1 more Smart Citation

Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching

Opstad

2022

IER

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“…One way to assess a school's effectiveness is by looking at its students' cognitive growth during their schooling (Inkelas et al, 2007). Teachers' evaluations of students' performance on tests and exams, as stated by Opstad and Pettersen, 2022), are key indicators of students' overall academic performance. Odok (2013) argues that the academic performance of a secondary school is not just an indicator of the efficacy of the school but also a key driver of the well-being of both teenagers and the country as a whole.…”

Section: Introductionmentioning

confidence: 99%

A comparative analysis of gender trend in academic achievement among history graduates of a University in Nigeria

Jekayinfa

Adeniyi-Egbeola

Daramola

et al. 2023

IJER

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Given gender as properties that distinguish organisms based on their reproductive roles as female or male, these properties have been argued to have discrepancies in the learning abilities of males and females. Therefore, this study analysed gender and academic achievement trend of graduates in History Studies from the University of Ilorin, Nigeria, from 2019 to 2021. This study adopted ex post facto research design within a census population. 1,491 male and female graduates of History Education from the Faculty of Education and History and International Studies from the Faculty of Arts from 2019 to 2021 were used as the sample. Therefore, the Order of Proceedings of the University of Ilorin for 2019, 2020, and 2021 was used for data collection. The data collected was analysed using descriptive statistics, such as bar charts and percentages, to answer research questions, and inferential statistics, such as the independent t-test for the hypothesis at a 0.05 level of significance. Findings from this study revealed that the trend of academic achievement among male graduates with 2nd-Class-Upper and Lower was upward, while the proportion of males with 3rd Class and Pass was downward. The trend of academic achievement among female graduates with 2nd-Class-Upper, 2nd-Class-Lower, and Pass was upward, while the trend for 3rd-Class was downward. Additionally, there was no statistically significant difference in the academic achievement of male and female graduates from the University of Ilorin. Therefore, it is recommended that male and female students should take their studies and courses seriously, among other recommendations.

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“…According to the findings, there is a less strong correlation between high school performance and success in business administration courses. Additionally, home examinations could be unfair to older pupils (Opstad and Pettersen, 2022).…”

Section: Introductionmentioning

confidence: 99%

The attitudes of Jordanian English language and literature undergraduate students toward open-book exams

et al. 2022

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IntroductionThe paper aims to investigate the attitudes of English Language and Literature students toward implementing the open-book exam in literature courses.MethodsThe research applied a mixed-method approach. The researchers interviewed five undergraduate students enrolled in the American Literature course for the qualitative part. In contrast, the research includes the results of 62 questionnaires for the quantitative part. Moreover, a survey questionnaire was developed by the researchers to collect data concerning the participants’ attitudes toward OBEs.ResultsThe study found a positive attitude toward OBEs. Moreover, the study participants demonstrated that OBEs reduce stress levels that occur during exams in general. A statistical representation of the findings showed that the sample students have a positive attitude in relation to this unconventional assessment protocol.DiscussionOBEs should be allowed more space in academic institutions since today’s world does not depend on the amount of information a job applicant deposits in his memory. What matters is the person possesses enough high-order thinking abilities and skills like problem-solving.

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The Impact of Take-home Open-book Examinations due to COVID-19 among Business Students. Do Gender, Age, and Academic Skills Matter?

Cited by 6 publications

References 46 publications

Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching

Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching

A comparative analysis of gender trend in academic achievement among history graduates of a University in Nigeria

The attitudes of Jordanian English language and literature undergraduate students toward open-book exams

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