Preparation for a University Exam: Students’ Points of View

  • Jana Matošková, Gabriela Potočková
  • The International Journal of Assessment and Evaluation, January 2017, Common Ground Publishing
  • DOI: 10.18848/2327-7920/cgp/v24i02/17-32

A university exam from students' point of view

What is it about?

This study examined students’ reports about the content of exam preparation, factors influencing exam preparation, and behavior and mental strategies applied during exam preparation. The study was based on an analysis of data gained by way of interviews and group discussions with students, a questionnaire survey among students, and student seminar works. The findings indicate that student’s study effort is influenced by context. Students think that effective exam preparation involves a coordination of study efforts and rest, but their study strategies differed according to their motivation for the studies, complexity of the topic, its perceived benefit for their future career, their lecturer, and the amount of unsuccessful trials. Generally, participants reported mainly problem-focused strategies for dealing with the exam preparation and a preference for a deep approach to learning.

Why is it important?

Students’ points of view on exam preparation were chosen, because students have their own understandings about their academic world and knowledge of the conscious decisions they must make to negotiate the academic demands on them. Therefore, there might appear more factors critical in exam preparation and different strategies than the ones emphasized in previous research to date. Answers to the following questions were sought within the data analysis: How do students perceive the term “exam preparation,” what internal and external factors influencing exam preparation do students mention in their comments, and what behaviour and mental strategies do students present for exam preparation?

Perspectives

Dr. Jana Matošková
Tomas Bata University in Zlín

It it interesting that students differentiate their exam preparation strategies according to their motivation for the studies, complexity of the topic, its perceived benefit for their future career, and the lecturer and type of exam.

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http://dx.doi.org/10.18848/2327-7920/cgp/v24i02/17-32

The following have contributed to this page: Dr. Jana Matošková