الفروق بين الاختبارات مفتوحة و مغلقة الكتاب في تعزيز الأداء و فاعلية الذات الأكاديمية وتحسين أسلوب التعلم و خفض قلق الاختبار لدى طلاب الدراسات العليا

Abstract EN

The aim of the study is to compare the effects of evaluating the performance of the learner through the OBT and CBE tests on the achievement, academic self-efficacy, learning style and the cognitive aspect of test anxiety among graduate students at King Khalid University in Saudi Arabia.

To achieve this goal, the researcher used the scores of a target sample of the graduate students at King Khalid University and the students enrolled in the doctoral degree and the master’s degree (109).

Their scores were obtained and the learning method (superficial, deep, strategic) And measuring the anxiety of the test, by a measure of the cognitive aspect of the test anxiety, at the end of the first semester 2016/2017.

the students were divided into three- experimental and experimental groups I and experimental 2 where the control group was tested in the closed and experimental book style I were tested in dosed and open book style together, And the group Experimental 2, the test was complete with the open book.

The students of the three groups were told about the test system since the first week of the semester.

They were given examples of questions and the way information was handled and dealt with.

The teaching methods of the two experimental groups focused on linking the scientific material to the environment and how to use the information to serve the university and society.

After collecting data, using the appropriate statistical methods for analysis, the researcher reached: There are no statistically significant or practical differences in the achievement and self-efficacy of graduate students due to the different method of applying the test (open or closed book or mixed).

There are differences between the open book collection and the closed book set in the three dimensions of the learning method (superficial / deep, strategic) tor the open book.

There are differences between the mixed test group and the closed-book group after critical reading and analysis of the learning method (superficial / deep / strategic) for the mixed test group.

There are no differences between the three groups in the strategic learning method.

There were no differences in test anxiety among the three groups.