THE EFFECTS OF APPLYING OPEN-
RESEARCH
PROPOSAL
- Group 2
INTRODUCTION
Background Information
A closed-book examination is a long-standing method of
determining whether students have memorized certain
information and testing the depth of their knowledge. However,
this can lead to a lack of critical thinking usage. This research
investigates an experiment to ascertain whether open-book
examinations can become a new assessment approach in helping
TDTU FFL students improve their Morphology scores.
Rationale For The Study
Existing studies of open-book examinations focused only on
overall subjects and are very few in number. In contrast, this
research primarily focuses on the effects of applying open-book
tests on TDTU FFL students' Morphology scores.
Significance Of The Study
This study can shed light on how the open-book assessment
approach influences the development of cognitive skills.
Furthermore, open-book examinations may impact students'
motivation and interest in the subject, which can give them a
valuable perception of the significance of this exam. Regarding
the teaching strategies aspect, this study may reveal insights into
how teachers' instructional methods are adapted to open-book
examination formats.
LITERATURE REVIEW
Definitions Of Key
Concepts/Terms
• “Open-book exams allow you to take notes, texts or resource
materials into an exam situation. They test your ability to find
and apply information and knowledge, so are often used in
subjects requiring direct reference to written materials, like
law statutes, statistics or acts of parliament.” (Wales, 2022)
• “Morphology is the study of the internal structure of words.”
(Haspelmath & Sims, 2013)
Previous Studies
Students’ And Lecturers’ Perceptions Of The Effect Of Open-book
Examinations On The Learning Behavior Of Accountancy Students
Encouraging better learning behavior amongst
Purpose
students.
Research
Qualitative
type
Participant Universities in South Africa
Sample size 1065 students
Instrument Questionnaire
Open-book examinations encourage better learning
Key finding
behavior and better prepare them for the workplace.
BOOK EXAMINATIONS O
THE MORPHOLOGY
SCORES OF TDTU FFL STUDENTS
Previous Studies HYPOTHESIS / RESEARCH QUESTION Data Collection
Using Open-Book Exams to Enhance Student Learning, Performance, and The study is carried out by randomly choosing 60 TDTU FFL
Motivation Group: students and dividing them into 4 groups: IA/OBE, IA/CBE,
• Students were informed in advance and participated in the IL/OBE, IL/CBE . The participants will be taught about
Examining whether an open-book versus closed-book testing
Purpose open-book examination - IA/OBE Morphology in 4 classes and then ask them to do the final test.
impacted students’ performance on major examinations.
• Students were informed in advance and participated in the They will also be asked to sign a consent form.
Research
True-experimental Research closed-book examination - IA/CBE
type
• Students were informed later and participated in the open-
All undergraduate Management Majors at AACSB book examination - IL/OBE
Participant
International Accredited business program • Students were informed later and participated in the closed-
Sample size 235 students book examination - IL/CBE
Common type: Pre-Post test; Reliability: Internal consistency; 1. Do TDTU FFL students who are in group IA/OBE have
Instrument
Validity: Criterion concurrent & predictive higher scores in the Morphology exam than those of who
Students’ performance on the open-book final exam was are in IA/CBE group, IL/OBE group, or IL/CBE group?
Key finding Is impacted
Evaluation: An Open by their
Book performanceEasier?
Examination on the three open-book major
examinations.
Examining whether open book examinations offer students to 2. Do TDTU FFL students who are in group IA/CBE have
Purpose higher scores in the Morphology exam than those of who Data Analysis
better understand and respond to a particular question.
Research are in IA/OBE group or IL/OBE group or IL/CBE The data will be analyzed by the two experienced lecturers.
True-experimental Research group?
type They will rate the results of four groups after taking the final test
Participant Bachelor of Science students at Edith Cowan University and determine the amount of agreement between. All data will
3. Do TDTU FFL students who are in group IL/OBE have
be recorded and entered into Microsoft Excel. After that, the
Sample size 196 first semester students higher scores in the Morphology exam than those of who
data will be changed into percentage and a visual representation
Common type: Pre-Post test; Reliability: Test-retest; Validity: are in IA/OBE group or IA/CBE group or IL/CBE
Instrument in the form of a bar chart will present the results.
Construct group?
Key finding
A constructed set of questions could be used to discriminate 4. Do TDTU FFL students who are in group IL/CBE have REFERENCES
student abilities in either an open or closed-book environment.
higher scores in the Morphology exam than those of who
Examining The Testing Effect With Open- And Closed-book Tests. Applied 1. Wales, U. o. (2022, March 24). University of New South
Cognitive Psychology METHODOLOGY
are in IA/OBE group or IA/CBE group or IL/OBE
Wales Sydney CURRENT STUDENTS. Retrieved from
group?
Examining the testing effect with two types of tests in University of New South Wales Sydney :
Purpose
education: closed-book tests and open-book tests. Research Type https://www.student.unsw.edu.au/open-book-and-take-
home-exams#:~:text=What%20are%20open%2Dbook
Research
True-experimental Research True-experimental Research %20exams,statistics%20or%20acts%20of%20parliament
type
2. Haspelmath, M., & Sims, A. D. (2013). Understanding
Participant Washington University in St. Louis Department of Psychology Participants
Morphology. USA: Routledge.
Sample size 84 students
• Target population: FFL students studying at Ton Duc Thang 3. Green, S. G., Ferrante, C. J., & Heppard, K. A. (2016).
Common type: Post test; Reliability: Inter-rater; Validity: Using Open-Book Exams to Enhance Student Learning,
Instrument University
Criterion predictive Performance, and Motivation. The Journal of Effective
• Sample size: 60 TDTU FFL students
Open-book tests produced better initial performance than Teaching, 16(1), 19-35.
Key finding • Sampling strategy: Simple random sampling
closed-book tests. 4. Agarwal, P.K. et al. (2007) ‘Examining the testing effect
The reason behind this choice is that each FFL student who are
Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on chosen needs to have an equal and independent chance of being with open‐ and closed‐book tests’, Applied Cognitive
Performance, Retention, and Anxiety
selected to be part of the sample, reducing the risk of bias and Psychology, 22(7), pp. 861–876. doi:10.1002/acp.1391.
Examining the effectiveness of various exam types: open-book, making the sample more representative of the entire population. 5. Brightwell, R., Daniel, J.-H. and Stewart, A. (2004)
Purpose
closed-book, and cheat sheet. Instrument ‘Evaluation: Is An open book examination easier?’,
Research Bioscience Education, 3(1), pp. 1–10.
Correlational Research
type • Researcher-made tests doi:10.3108/beej.2004.03000004.
Participant Undergraduate students at a small liberal arts university o Common type: Solomon four-group design 6. Gharib, A., Phillips, W. and Mathew, N. (2012) ‘Cheat sheet
o Reliability: Inter-rater or open-book? A comparison of the effects of exam types on
Sample size 396 undergraduate students
o Validity: Construct performance, retention, and anxiety’, Journal of Psychology
Common type: Pre-Post test; Reliability: Internal consistency; Researcher - made method is chosen since this way will help the Research, 2(8). doi:10.17265/2159-5542/2012.08.004.
Instrument
Validity: Construct researchers collect the data relevant to the study and estimate 7. Kruger, S.J. (2011) ‘Students’ and lecturers’ perceptions of
A small improvement in exam scores compared to closed-book FFL student's scores of each group after taking the test. the effect of open-book examinations on The learning
Key finding
examinations in Introductory Psychology classes. Furthermore, this technique may minimize errors which were behavior of accountancy students’, South African Journal of
taken from the experiment Accounting Research, 25(1), pp. 35–57.