Test anxiety in online exams: scale development and validity

Dikmen, Melih

doi:10.1007/s12144-022-04072-0

Cited by 5 publications

(4 citation statements)

References 50 publications

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“…Our findings align well with previous studies wherein online exams are less beneficial for specific student groups than others. In line with Dikmen (2022), female students were found to experience more issues than their male counterparts, including more lack of confidence in technology, and mental health issues. They also thought the type of exam impacted their performance.…”

Section: Discussionmentioning

confidence: 75%

“…Recent studies have shown that online exams are more beneficial to certain student groups than others. Dikmen (2022) examined the effect of online exams on female medical students and found that they were more likely to experience anxiety and lower self-efficacy when taking online exams than their male counterparts. This was because they felt they had less control over the exams and less access to resources.…”

Section: Introductionmentioning

confidence: 99%

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Examining university student satisfaction and barriers to taking online remote exams

Aristeidou

Rossade

Wood

et al. 2023

9th International Conference on Higher Education Advances (HEAd'23)

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Recent years have seen a surge in the popularity of online exams at universities, due to the greater convenience and flexibility they offer both students and institutions. Driven by the dearth of empirical data on distance learning students' satisfaction levels and the difficulties they face when taking online exams, a survey with 562 students at the [anonymised] university was conducted to gain insights into their experiences with this type of exam. Satisfaction was reported with the environment and exams, while work commitments and technical difficulties presented the greatest barriers. Gender, race and disability were also associated with different levels of satisfaction and barriers. This study adds to the increasing number of studies into online exams, demonstrating how this type of exam can still have a substantial effect on students experienced in online learning systems and technologies.

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Section: Discussionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Examining university student satisfaction and barriers to taking online remote exams

Aristeidou

Rossade

Wood

et al. 2023

9th International Conference on Higher Education Advances (HEAd'23)

View full text Add to dashboard Cite

show abstract

“…Several articles have shown that students favoured online exams because of their many advantages in accurately measuring cognitive achievements, skills and competencies [8,9]. According to Dikmen [10], online exams increased higher education students' digital abilities in relation to the 21st-century skills that should be acquired and developed by students. Therefore, numerous universities have sustained online exams as a pillar of online learning post-COVID-19.…”

Section: Introductionmentioning

confidence: 99%

“…Surprisingly, students' anxiety about mobile exams was not caused by their fear of making mistakes or being unable to pass exams, as in paper exams [16]. In fact, Dikmen [10] and Abdelwahed et al [13] showed that during online exams, many students were anxious about losing self-confidence and being incompetent in writing answers correctly, especially in essay questions. Moreover, during online exams, students felt constant anxiety about the possibility of power outages, poor Internet connection and device failure (PC, mobile and others).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender

Salem,

Alshebami

2023

Sustainability

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Students’ anxiety and behavioural changes while using different examination methods (paper, PC, and mobile exam platforms (MEPs)) were estimated. The influence of academic majors and gender was also determined by answering the following questions: How do anxiety and behavioural changes vary among students using different exam methods? How do students’ anxiety levels vary according to academic majors and gender while using different exam methods? A survey was conducted with 826 students enrolled in eight colleges at King Faisal University in Saudi Arabia. The results revealed less anxiety and fewer harmful behavioural changes among students using MEPs compared with other methods. Furthermore, less anxiety and fewer behavioural changes were observed among health and science majors than humanities and social science majors and among female students than male students while using MEPS. Therefore, MEPs should be gradually adopted by higher education institutions in Saudi Arabia, especially for humanities and social science majors and for male students. Furthermore, researchers and decision-makers should find unique solutions to reduce the positive correlation between anxiety and behavioural changes among health and science majors and female students toward MEPs. This can be achieved by identifying obstacles and introducing modern solutions, such as AI-generated exams, among others.

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Exploring and counteracting stage specific course completion risk factors in open higher education distance learning

Lyyra,

Anttonen,

Waselius

2024

European Journal of Open, Distance and E-Learning

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A major challenge for distance learning in higher education is supporting course completion. Counteracting completion risk factors requires investigating their significance across (non)completion stages. We tested the predictability of known risk factors at each completion stage. Not initiating was explained by available time, low motivation and completion methods. Abandonment was predicted by life situation and inappropriate completion methods. Failed submissions were explained by difficulty level and material availability. At early stages, supporting motivation by designing suitable course completion methods seems the most effective risk countermeasure. At later stages, academic skills protect from non-completion. Intrinsic motivation requires experiencing competence, autonomy and relatedness. Flexible distance learning methods with constructive, informational feedback and social interaction in the instructional design might best support course completion.

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Test anxiety in online exams: scale development and validity

Cited by 5 publications

References 50 publications

Examining university student satisfaction and barriers to taking online remote exams

Examining university student satisfaction and barriers to taking online remote exams

Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender

Exploring and counteracting stage specific course completion risk factors in open higher education distance learning

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