The Effect of the Black Ink Red Ink Testing Method on Anxiety Levels, Test Performance, and Note-Taking Behavior among College Students

Anxiety among students has emerged as a pressing concern due to its significant impact on academic performance and mental well-being (Chen, 2004; Davis, DiStefano, & Schutz, 2008) and is particularly evident in student performance within STEM-related courses (Magula, 2019; Vakili & Pourrazavy, 2017). Previous research has explored various factors influencing test anxiety, including testing methods. The present study examined a testing method called "Black Ink Red Ink" (BIRI), proposed by Rodgers and Rodgers (2011). The effects of the BIRI method were examined on (1) test anxiety, (2) test scores, and (3) note taking motivation and behaviors. Thirty-eight students in a biology course participated in the study and underwent weekly tests over 12 weeks, alternating between three weeks of no BIRI and three weeks of BIRI. Implementing BIRI was hypothesized to increase test scores, reduce test anxiety, and increase notetaking. Results of the study failed to support the hypotheses though the results were in the predictive directions. That is, when BIRI was used, students showed numerically lower test anxiety but higher test scores and note-taking motivation. In addition, several significant positive correlations emerged between test anxiety and note-taking motivation, indicating that when students reported higher test anxiety, they also reported taking more lecture notes. Interpretations and practical educational implications of the results, limitations of the study, and suggestions for future research were discussed.