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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
FullText Links:
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  Data: Chemistry Students' Views of Taking an Oral Exam
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  Data: <searchLink fieldCode="AR" term="%22Susan+Ramlo%22">Susan Ramlo</searchLink><br /><searchLink fieldCode="AR" term="%22Carrie+Salmon%22">Carrie Salmon</searchLink><br /><searchLink fieldCode="AR" term="%22Yuan+Xue%22">Yuan Xue</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Science+Teaching%22"><i>Journal of College Science Teaching</i></searchLink>. 2025 54(1):1-7.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Organic+Chemistry%22">Organic Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Communication+Method%22">Oral Communication Method</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Preparation%22">Test Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
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  Data: 10.1080/0047231X.2024.2398387
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  Data: 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.
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Organic Chemistry
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Test Format
        Type: general
      – SubjectFull: Oral Communication Method
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Test Preparation
        Type: general
      – SubjectFull: Test Anxiety
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      – SubjectFull: Evaluation Methods
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      – TitleFull: Chemistry Students' Views of Taking an Oral Exam
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            NameFull: Yuan Xue
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