Abstract
Online examinations are becoming increasingly incorporated into higher education. However, Biomedical Science students’ perspectives on exam format preferences remains unexplored. This study aims to investigate exam format preferences and attitudes of these students. A secondary aim was to also determine any differences between responses regarding age, gender, and programme.
146 participants were sampled across six different programmes. The study was approved by the University of Plymouth Science and Engineering Human Ethics Committee. Questionnaire participants were asked to give their consent as a preliminary question and to confirm they were over the age of 18.
A self-reported survey of 31 questions on online exam perceptions was utilised and composed of six dimensions: affective factors, validity, practicality, reliability, security, and pedagogy. Median scores using a Likert scale measured student attitudes around online exams. Additionally, categorical questions examined attitudes around open-book online exams (OBOEs), closed-book online exams (CBOEs), and paper-based exams (PBEs). Qualitative analysis was conducted via the use of open-ended questions and a focus group on five participants. The results were statistically analysed in SPSS Version 25. Internal validation using Cronbach alpha test results were reported for each dimension. Descriptive statistics were used to report student demographics, examination preference, and responses to questions. A Mann-Whitney U test was used to assess differences in dimension perception with regard to gender and student programme. Multiple linear regression was conducted to look for associations between age and dimensions. p < 0.05 was considered as significant.
The findings revealed that 57.5% of students preferred OBOEs while only 19.9% preferred PBEs. OBOEs were perceived as more favourable in all six dimensions and superior in terms of reducing stress, ensuring fairness, allowing demonstration of understanding, and retaining information. Gender had no statistically significant influence on perception. However, programme showed significant difference in to dimensions. Qualitative data supported the main statistical analysis and identified a trade-off between the ability to retain information with PBEs, despite the stress and better demonstration of understanding with OBOEs.
Overall, OBOEs were viewed positively and were well accepted by most participants. Institutions wishing to implement online exams should consider the perceived benefits they have over traditional exams. These findings contribute to the understanding of students’ perceptions of exam formats, which can inform their design and application in higher education. Further research should explore the perceptions of other disciplines and identify ways to address any challenges associated with online exams.
146 participants were sampled across six different programmes. The study was approved by the University of Plymouth Science and Engineering Human Ethics Committee. Questionnaire participants were asked to give their consent as a preliminary question and to confirm they were over the age of 18.
A self-reported survey of 31 questions on online exam perceptions was utilised and composed of six dimensions: affective factors, validity, practicality, reliability, security, and pedagogy. Median scores using a Likert scale measured student attitudes around online exams. Additionally, categorical questions examined attitudes around open-book online exams (OBOEs), closed-book online exams (CBOEs), and paper-based exams (PBEs). Qualitative analysis was conducted via the use of open-ended questions and a focus group on five participants. The results were statistically analysed in SPSS Version 25. Internal validation using Cronbach alpha test results were reported for each dimension. Descriptive statistics were used to report student demographics, examination preference, and responses to questions. A Mann-Whitney U test was used to assess differences in dimension perception with regard to gender and student programme. Multiple linear regression was conducted to look for associations between age and dimensions. p < 0.05 was considered as significant.
The findings revealed that 57.5% of students preferred OBOEs while only 19.9% preferred PBEs. OBOEs were perceived as more favourable in all six dimensions and superior in terms of reducing stress, ensuring fairness, allowing demonstration of understanding, and retaining information. Gender had no statistically significant influence on perception. However, programme showed significant difference in to dimensions. Qualitative data supported the main statistical analysis and identified a trade-off between the ability to retain information with PBEs, despite the stress and better demonstration of understanding with OBOEs.
Overall, OBOEs were viewed positively and were well accepted by most participants. Institutions wishing to implement online exams should consider the perceived benefits they have over traditional exams. These findings contribute to the understanding of students’ perceptions of exam formats, which can inform their design and application in higher education. Further research should explore the perceptions of other disciplines and identify ways to address any challenges associated with online exams.
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - Jul 2024 |