| Abstract: | The study focused on students’ perceptions in order to find out the study behavior put forward by them prior to and during the exam in each of both the open-book and the closed-book exam alternatives. Participants were 181 students, comprising a 72.8% response rate, who experienced both exam alternatives; they were asked to assess 39 statements referring to study behaviors on a 5-point scale (1 = not at all present to 5 = present to a very great extent) for both exam options. The results indicated that students preparing for a closed book examination tend to postpone their study at the end of the semester, focus on the assigned texts and memorize information. Students preparing for an open-book examination tend to consult various sources and interrelate the information acquired; when taking the exam, they work creatively while, at the same time, they probe deeply into the knowledge gained. When the 39 statements were factor-analyzed, four factors emerged having to do with (a) mastering the course content; (b) involvement in the learning process; (c) using the knowledge gained in a creative way; and (d) facing the exam with optimism. For all four factors, the composite score was higher for the open-book exam option than for the closed one. The implications of the study as well as its major flaws are also discussed. |
