Undergraduate Biology Student Study Habits for Open-Note Versus Closed-Note Examinations

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Exploring Student Learning Experiences

Abstract

Student preparation methods for open-note exams, a key factor influencing student performance and test anxiety, are understudied in biology education research. Here, we asked students how their study habits for three online open-note examinations in an undergraduate introductory biology course differed from closed-note testing. Students who completed open-note exams perceived increased exam scores, reported decreased anxiety, and claimed to study less. Students adapted their study habits by focusing on note preparation and broad conceptual understanding rather than rote memorization. As institutions shift towards evidence-based forms of assessment that can be used in face-to-face or online environments, our results provide a solid starting point for understanding how undergraduate STEM students prepare for a novel type of examination.

Authors

• Emily Paige Driessen, Auburn University

• Abby Elizabeth Beatty, Auburn University

• Cissy Ballen, Auburn University