2026-06-27T07:29:17Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

0d81d065eff8fb8517344a83dc21f9475ed303bd6daaf9b5aacb0713d82853eb 2026-06-02T13:17:44Z language:enopenaire_data

Replication Data for: The relative impact of take-home versus in class examination on students approaches to learning and its relationship with academic outcomes Replication Data for: The relative impact of take-home versus in class examination on students approaches to learning and its relationship with academic outcomes doi:10.17026/SS/XKX1KB A.E. Nivette T. Spiegel 2024-03-22 DANS Data Station Social Sciences and Humanities ACADEMIC ACHIEVEMENTEXAMINATIONSLEARNINGSocial Sciences 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. 20222023 survey https://ssh.datastations.nl/oai doi:10.17026/SS/XKX1KB 2025-09-26T11:54:52Z ddi:codebook:2_5