Student Performance Shows Slight Improvement when Open Notes Are Used during Information Systems Exams.

Introduction Students often ask about the use of reference aids during exams in most disciplines. These aids are most commonly notes they have taken, textbooks, handouts, or perhaps access to information stored on computers and/or the Internet. Although the practice of using reference aids may be common, the only relevant research the author was able to locate was that of Wachsman. In the article, Should Cheat Sheets be Used as Study Aids in Economics Tests? Wachsman found that preparing and using a cheat sheet for Economics exams helped students improve test performance, but not enough to be statistically significant at the 5% level (Wachsman, 2002). Other research of interest but not sufficiently related to this study to discuss are works by Barrier and Margavio in 1993, Campbell and Smith in 1997, and Whinston in 1994. Methodology After observing many course sections and students and after discussing the advantages and disadvantages of allowing use of reference notes, the author/professor formulated four hypotheses: H0: Use of reference notes will significantly improve performance of a course section of students on an exam. H1: Use of reference notes will not significantly improve performance of a course section of students on an exam. H2: The choice to use reference notes will significantly improve performance of individual students on an exam. H3: The choice to use reference notes not will significantly improve performance of individual students on an exam. To test these hypotheses the professor proceeded to teach eight sections of the same course at the same university in the same way over a two-year period with the exception that Sections 1, 3, 4, 5 and 8 were allowed to use reference notes during the final exam whereas Sections 2, 6 and 7 were not. The Students Students were enrolled in eight sections of a junior level computer information systems (CIS) course within the business school at a mid-sized state university in the USA. The full professor who taught all sections holds a Ph.D. in business with an emphasis in information systems and also holds professional computer certifications. The university has a policy of offering classes during the day and evening to accommodate students who work and have families. Sections 1, 5 and 6 met three times a week for 70 minutes per session during the day. Section 3, 7, and 8 met two times per week for 110 minutes per session in the afternoon. Sections 2 and 4 both met two times per week for 110 minutes in the evening. All students in the eight sections had the same reading assignments, the same two exams and the same five sets of homework, comprised of using spreadsheet, database, internet, PowerPoint and diagramming software. Students were expected to participate in class and the majority did so by answering discussion questions at the back of chapters assigned in Introduction to Information Systems, 10th edition by James O'Brien (2001). Students enrolled in the day sections (1, 3, 5, 6, 7, and 8) were slightly younger than those in Sections 2 and 4 and tended to be full time students. Section 2 and 4 students mostly worked full time during the day and were enrolled in one or two evening classes. More females than males were enrolled in all eight sections with the highest percentage of females being enrolled in the Section 8, an afternoon class. Section 5 students attended class most regularly (83%) and Section 2 students attended class least often (69%). Accurate roll records were not maintained for sections 7 and 8, but the instructor believes the percentage of students attending was somewhere between sections 2 and 5. The demographic profile of students is summarized in Table 1. The Exams All students took the same midterm and final exam. Both exams comprised 80 questions. All questions were multiple choice and had four items to choose from. …