Replication Data for: The relative impact of take-home versus in class examination on students approaches to learning and its relationship with academic outcomes

The current study aimed to first explore the association between examination type (take-home open book examination and in class closed book examination) and student approaches to learning. Second, to evaluate the link between student approaches to learning and academic outcomes. The context of the study is within two cohorts of a graduate and undergraduate course in the social sciences. Specifically, we explore which examination type relates to deeper learning and which related to more surface approaches to learning. We further hypothesized that deep learning approaches will be positively associated with academic outcomes and surface approaches to learning would be negatively associated with academic outcomes. The academic outcomes explored in the study were: examination grade, overall course grade, knowledge retention quiz score and skills development. 184 students filled out a survey including a knowledge retention quiz 4 to 6 months post course completion. Graduate students reported more deep learning than undergraduate students. No difference in deep or surface learning approaches was found based on examination type. Furthermore, deep learning was not associated with any academic outcome. Surface learning in turn was associated with a lower knowledge retention score. Implications for future research are addressed.本研究首先旨在探讨考试类型（居家开卷考试与课堂闭卷考试）与学生学习方式之间的关联，其次评估学生学习方式与学业成果之间的联系。本研究的实施场景为社会科学领域的两门课程，一门为研究生课程，一门为本科课程，各对应一个学生队列。具体而言，本研究旨在明确何种考试类型与深度学习方式相关，何种与浅度学习方式相关。本研究进一步提出假设：深度学习方式与学业成果呈正相关，浅度学习方式则与学业成果呈负相关。本研究考察的学业成果涵盖：考试成绩、课程总评成绩、知识保留测验得分以及技能发展水平。课程结课4至6个月后，共有184名学生填写了包含知识保留测验的调查问卷。数据分析显示，相较于本科学生，研究生的深度学习程度更高。未发现不同考试类型下学生在深度学习或浅度学习方式上存在显著差异。此外，深度学习方式与所有学业成果均无显著关联；而浅度学习方式则与较低的知识保留测验得分显著相关。最后，本研究讨论了其对未来研究的启示。