How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates?

Thathsarani, Hiruni; Ariyananda, Dinushika Kaushalya; Jayakody, Chalani; Manoharan, Kerthiga; Munasinghe, A. A. S. N.; Rathnayake, Nilmini

doi:10.1007/s10639-023-11715-7

Cited by 10 publications

(3 citation statements)

References 38 publications

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“…Technology and an online learning system enable online assessment tools to be used more extensively to support traditional assessment activities delivery methods such as pen-and-paper tasks and written homework assignments, especially formative assessment tasks. Additionally, these tools can provide a variety of online assessment practices to evaluate student performance (formative assessment) (Al-Maqbali, & Al-Shamsi, 2023;Thathsarani et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…Most studies conducted in Saudi show that the use of summative assessments was the highest by instructors, while formative assessments were used less often during this pandemic (Almossa, & Alzahrani, 2022;Guangul et al, 2020). The implementation of online assessment activities contributes to promoting undergraduates' academic performance (Oguguo et al, 2023;Thathsarani et al, 2023).…”

Section: Fahd Haidarmentioning

confidence: 99%

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An Effect of Assessment Delivery Methods on Accounting Students’ Grades in an E-learning Environment

Haidar

2024

IJTEI

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The study aims to investigate whether a change in the delivery of assessment methods, from a full online assessment to a hybrid assessment, affected accounting students' grades during the COVID-19 Pandemic. This study also considers whether the change undertaken to assessment methods met their targets of improving assessment practices and maintaining academic integrity. The statistical analysis technique used was an independent sample t-test, chi-square, and ANOVA. A total of 473 final grades (fully online assessment = 224, hybrid assessment = 249) were collected to achieve the study purpose. The findings show a statistically significant difference in the final course grades between the two assessment methods. In each course, students scored significantly lower on the hybrid assessment compared to students who took the fully online assessment, indicating that changes in the assessment delivery method affected students' grades and that the shift to hybrid assessment had a positive effect assessment system. Additionally, the performance of males and females is too different; female students have made higher grades than peer males in both methods in each course, indicating that the grades between males and females are different. This research recommends that the use of a hybrid assessment approach would help in providing a unique educational environment and this approach of varied assessment can enable lecturers to find out student abilities in accounting courses and maintain academic integrity.

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Section: Discussionmentioning

confidence: 99%

Section: Fahd Haidarmentioning

confidence: 99%

An Effect of Assessment Delivery Methods on Accounting Students’ Grades in an E-learning Environment

Haidar

2024

IJTEI

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“…Structural equation modeling and logistic regression, alternative multivariate analysis methods, were not considered due to their complexity of implementation and the need for additional data assumptions (Weerasinghe et al, 2023;Gamage et al, 2023). Multiple regression analysis is widely used in educational research to explore various educational outcome predictors (Rathnayake et al, 2022;Thathsarani et al, 2023;Weerarathna et al, 2023). Thus, for this study, we have chosen to conduct the analysis using multiple regression analysis.…”

Section: Analytical Frameworkmentioning

confidence: 99%

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Huang,

Kumarasinghe,

Rathnayake

et al. 2024

J. Infras. Policy. Dev.

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Hybrid learning (HL) has become a significant part of the learning style for the higher education sector in the Sri Lankan context amidst the COVID-19 pandemic and the subsequent economic crisis. This research study aims to discover the effectiveness of hybrid learning (EHL) practices in enhancing undergraduates’ outcomes in Sri Lankan Higher Educational Institutions (HEIs) management faculties. The data for the study were gathered through an online questionnaire survey, which received 379 responses. The questionnaire contained 38 questions under four sections covering independent variables, excluding demographic questions. The results indicate that hybrid learner attitude, interaction, and benefits of hybrid learning positively impact the effectiveness of hybrid learning. The results remain consistent even after controlling for socio-demographic factors and focusing only on students employed during their higher education. The study concluded that employed students have a higher preference for the effectiveness of hybrid learning concepts, and the benefits of hybrid learning play a crucial role in enhancing the effectiveness among undergraduates. The study analyzes COVID-19’s impact on higher education, proposing hybrid learning and regulatory frameworks based on pandemic experiences while stressing the benefits of remote teaching and research.

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Pilot study on the digitalization of the national qualification exam for Korean engineers

Bang,

Lee

2023

Educ Inf Technol

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How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates?

Cited by 10 publications

References 38 publications

An Effect of Assessment Delivery Methods on Accounting Students’ Grades in an E-learning Environment

An Effect of Assessment Delivery Methods on Accounting Students’ Grades in an E-learning Environment

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Pilot study on the digitalization of the national qualification exam for Korean engineers

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