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<p>This study examines the impact of different examination methods, specifically open-book exams (OBEs) and closed-book exams (CBE), on student mental well-being and learning outcomes. CBEs have traditionally dominated educational assessments, emphasizing memorization but often inducing stress and anxiety&#xa0;(Putwain, 2008). In contrast, OBEs are gaining attention for promoting deeper engagement with course material and reducing exam-related anxiety&#xa0; (Sotiriadou et&#xa0;al., 2020). However, the long-term retention benefits of OBEs remain uncertain, with mixed evidence on their effectiveness compared to closed-book formats&#xa0; (Senkova et&#xa0;al., 2018). &#xa0; This research conducted a between-Group evaluation in a private school in Haryana, India, examining students’ mental health and academic performance under both exam formats. Our findings reveal that students in the OBE group performed better in recall-based tests. However, the two groups observed no significant differences in critical thinking test scores. Regarding mental well-being, the overall effect of OBE was not significantly different from traditional exam formats. Yet, the top 40% of students in the OBE group reported feeling less pressure before exams.</p>

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Breaking the Stress Cycle: The Impact of Open-Book Exams on Student Performance and Well-Being

  • 期刊论文

  • 发表日期：

    2026年5月20日

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  • Sandip Datta,
  • Mahak Kohli,
  • Mahuri Salpekar,
  • Raghav Modi,
  • Sai Laasya Dutta,
  • Shruti Yadav,
  • Sparsh Goyal

摘要

This study examines the impact of different examination methods, specifically open-book exams (OBEs) and closed-book exams (CBE), on student mental well-being and learning outcomes. CBEs have traditionally dominated educational assessments, emphasizing memorization but often inducing stress and anxiety (Putwain, 2008). In contrast, OBEs are gaining attention for promoting deeper engagement with course material and reducing exam-related anxiety  (Sotiriadou et al., 2020). However, the long-term retention benefits of OBEs remain uncertain, with mixed evidence on their effectiveness compared to closed-book formats  (Senkova et al., 2018).   This research conducted a between-Group evaluation in a private school in Haryana, India, examining students’ mental health and academic performance under both exam formats. Our findings reveal that students in the OBE group performed better in recall-based tests. However, the two groups observed no significant differences in critical thinking test scores. Regarding mental well-being, the overall effect of OBE was not significantly different from traditional exam formats. Yet, the top 40% of students in the OBE group reported feeling less pressure before exams.