Effects of Two-Stage Exams on Korean Students' Learning Motivation and Assessment Perception: A Mixed-Methods Study

Abstract

Two-stage exams have been utilized in physics education to enhance students' academic abilities, but there are few cases of their application in South Korea. This study quantitatively and qualitatively investigated the effects of two-stage exams on learning motivation and assessment perception when applied to Korean students for the first time. For this purpose, two-stage exams were implemented in four different subject courses over one semester, and a total of 28 items measuring self-efficacy, goal orientation, test anxiety, and perception of assessment (emotional and social aspects) were administered as pre-post tests, along with semi-structured interviews. First, survey results showed that the group that received two-stage exams experienced significant increases in self-efficacy and learning motivation, and perceived assessment as promoting collaboration and being an enjoyable experience. Second, the semi-structured interviews revealed that Korean students had positive perceptions of two-stage exams and suggested improvements for effective implementation. This study provides implications not only for physics education but also for educators based in competitive educational cultures.