Beyond Memorisation: Exploring the Potential of Open-Book Examinations for Deeper Learning

Abstract

The possible effects of open-book tests (OBEs) on student learning—more especially, how they might foster a deeper knowledge of the subject rather than only surface-level memorisation of facts—are investigated in this paper. Often instead of encouraging critical thinking and problem-solving ability, conventional tests depend on memorising facts. OBEs let pupils use resources during assessments, therefore helping them to absorb the content. The Revised Two- Factor Study Questionnaire (R-SPQ-2F) and a quantitative method are applied in this work to investigate how OBEs affect students' learning patterns. The results unequivocally show that students are using their knowledge in a more pragmatic and significant manner and are progressively adopting a deeper grasp of the subject. These results imply that by encouraging deeper knowledge and critical thinking abilities, out-of-body experiences (OBEs) could help to improve educational assessments.