The effect of methods of presentation and examining conditions on student achievement in a correspondence course

Abstract

Each of three groups of enrollees in a military correspondence course was given a differently-styled training manual. Immediately at the end of the course half of each group took an unproctored "open book" exam, while the other half took the same exam under supervision. Thirty days later, all groups took the exam again, under supervision. The "open book" groups earned significantly higher scores on both immediate and retention exams, but within each experimental condition there were no significant differences attributable to differences in the manual styles. (PsycInfo Database Record (c) 2025 APA, all rights reserved)