Niggendijker, H. (2024) Students' preference on examination format and the relation with learning strategies. Bachelor thesis, Psychology.
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Abstract
This research investigated the preferences of students’ on examination format and the relationship between learning strategies. The sample consisted of 128 psychology students, predominantly first-year students. A questionnaire was constructed that measured 4 different attitudes: difficulty, potential to showcase performance, valence, and objectivity. These attitudes combined measured overall preference for examination formats. Furthermore, two learning styles were measured, namely the surface learning strategy and deep learning strategy. Results showed that students prefer multiple-choice exams over open-question exams and performance tasks. Students perceived multiple-choice exams the least difficult, rated them higher in valence, and thought they were more objective. Students perceived open-question exams to be the most difficult and had more potential to showcase performance. Moreover, students perceived performance tasks to be the least objective, higher in valence than open-question exams, and had more potential to showcase performance than multiple-choice exams. The findings only supported the hypothesis that students find multiple-choice exams to be better suited for surface learning than for performance tasks. Future research should focus on what influence the perception of potential to showcase performance has on learning effort and perceptions that teachers have about these examination formats when constructing an exam.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Meijer, R.R. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 16 Jul 2024 07:21 |
| Last Modified: | 16 Jul 2024 07:21 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3917 |
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