Investigating the Interplay of Academic Dishonesty, Open Book Exams Perception, Preference, And Student Outcomes from The Self-Efficacy Theory Perspective

Abstract

This paper attempts to investigate various facets of the multi-layered dynamics of open-book exams, from student perceptions, preferences, academic performance and satisfaction, to the highly relevant issue of academic integrity. Unfortunately, despite some controversies regarding academic integrity and the repercussions of open-book exams, very few studies have directly investigated the relationship between satisfaction and perceived academic performance and preference in open-book exams. A survey of 250 students from both science and non-science disciplines randomly selected from one public university was conducted in Malaysia. An online survey was utilized to gather the data. Partial Least Squares-Structural Equation Modelling technique, a second-generation multivariate statistical model, was utilized to analyze the data that. This approach employs both PLS-SEM’s outer model and inner model. The findings indicate that open-book exams that do not undermine the overall academic standards are more likely to lead to students’ satisfaction. The high engagement levels might mediate this relationship by contributing to the perceptions of satisfaction. Additionally, the level of academic integrity was found to affect student satisfaction with the practice by moderating the relationship in the opposite direction. This study provides robust theoretical and practical implications on several interactions between the dependent variable of academic integrity, the mediating variable of student reaction, and the independent variable of student satisfaction and performance with open-book exams. This understanding is crucial for stakeholders as higher education’s organizational expectations continue to evolve and revolve around these variables to create a conducive learning paradigm.