Chemistry Students' Views of Taking an Oral Exam
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| Title: | Chemistry Students' Views of Taking an Oral Exam |
|---|---|
| Language: | English |
| Authors: | Susan Ramlo, Carrie Salmon, Yuan Xue |
| Source: | Journal of College Science Teaching. 2025 54(1):1-7. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Science Instruction, Chemistry, Organic Chemistry, Tests, Test Format, Oral Communication Method, Student Attitudes, Test Preparation, Test Anxiety, Evaluation Methods |
| DOI: | 10.1080/0047231X.2024.2398387 |
| ISSN: | 0047-231X 1943-4898 |
| Abstract: | Research shows that there are multiple benefits to giving college students oral rather than written exams. However, studies that examine, describe, and differentiate how students view their oral exams were never found in a literature search. The purpose of this study was to use Q methodology [Q] to describe the divergent student views about taking an oral exam in either Introductory Chemistry or Organic Chemistry. Q was specifically designed to scientifically study subjectivity in a way that allows researchers to both describe and differentiate the multiple views on a topic. Participants sorted 36 statements related to their oral exam experience into a grid with columns that represented a continuum from Most Like My View to Most Unlike My View. Analyses of the 64 Q-sorts revealed two unique viewpoints. One view represented students who felt confident about their test taking skills and knowledge prior to, during, and after the oral exam. View 2 students reported being anxious before and during the oral exam. These students felt unsure about how to prepare for and about what they could bring to the oral exam. Implications for improving oral examinations and decreasing test anxiety, from the perspective of the students, are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454225 |
| Database: | ERIC |
| Abstract: | Research shows that there are multiple benefits to giving college students oral rather than written exams. However, studies that examine, describe, and differentiate how students view their oral exams were never found in a literature search. The purpose of this study was to use Q methodology [Q] to describe the divergent student views about taking an oral exam in either Introductory Chemistry or Organic Chemistry. Q was specifically designed to scientifically study subjectivity in a way that allows researchers to both describe and differentiate the multiple views on a topic. Participants sorted 36 statements related to their oral exam experience into a grid with columns that represented a continuum from Most Like My View to Most Unlike My View. Analyses of the 64 Q-sorts revealed two unique viewpoints. One view represented students who felt confident about their test taking skills and knowledge prior to, during, and after the oral exam. View 2 students reported being anxious before and during the oral exam. These students felt unsure about how to prepare for and about what they could bring to the oral exam. Implications for improving oral examinations and decreasing test anxiety, from the perspective of the students, are discussed. |
|---|---|
| ISSN: | 0047-231X 1943-4898 |
| DOI: | 10.1080/0047231X.2024.2398387 |
