Comparative performance of sophomore college students in physics tests under the closed-notes and open-notes policies

• Main Author: Santisteban, Celeste Joan C.
• Format: text
• Language: English
• Published: Animo Repository 1997
• Subjects: College students; Academic performance; Physics; Tests > taking skills; Ability > Testing
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1837
• Institution: De La Salle University

This experimental study aimed to compare the performance of second-year college students in closed-notes and open-notes physics problem-solving tests. It also compared the performance of male and female students in the same tests. The experiment took place at Adamson University during the second semester of school year 1996-97. Eighty-seven second year engineering students were the subjects of the study. They were all enrolled in two sections of College Physics 2 under an experienced physics teacher. The students were required to maintain lecture notes in their own handwriting. Both sections were given regular quizzes simultaneously. The testing method (open-notes and closed-notes) was interchanged between the two groups. The t-test for independent samples was used to test the data. Findings The following are the significant findings of this study:1. The two groups were comparable with respect to their mental ability as represented by their NSAT scores.2. The open-notes group performed better than the closed-notes group in quizzes that emphasize active retrieval of information and where the problems can be solved by simple substitution.3. The open-notes and closed-notes groups have the same level of performance in quizzes that require the manipulation of a few formulas, relatively difficult problems and where the problems were dissimilar to those found in their notes.4. Female students perform better in open-notes and closed-notes quizzes that emphasize retrieval of information either by recall or through the use of notes. The females performed consistently better in quizzes under electromagnetism.5. Male students perform at par with the females in open-notes and closed-notes quizzes that involve more practical problems (e.g. circuits).6. Students prefer the open-notes testing method regardless of the topic or level of difficulty of the quiz. Conclusions Based on the foregoing, it may be concluded, that, in a typical college lecture setting, students who are made to take their own notes perform better in open-notes quizzes that emphasize active retrieval of information by requiring usage of numerous formulas and in those where the problems can be solved by simple substitution. Otherwise, in quizzes where problems are dissimilar to those in the lecture notes or are relatively difficult, students perform at the same level with or without notes. Female students perform significantly better than the males under both testing methods in electromagnetism topics. Male students perform better in practical quizzes, with or without notes, particularly those that involve circuits. Clearly, female students made the most of their notes. Students believe that lecture notes are vey useful during physics problem, solving tests regardless of the difficulty of the tests. Recommendations Based on the findings of this study, the following recommendations are offered:1. Open-notes testing is recommended for topics which require the use of numerous formulas.2. Closed-notes testing is recommended for physics problem-solving tests especially when the problems call for manipulation of few formulas rather than simple substitution.