Dual Perspectives: Investigating University Students’ Attitudes and Perceptions of Online Exams in the Post-Pandemic Era

Abstract

This study aims to explore university students' attitudes towards the use of online examinations and their perceptions during the post-pandemic time. A quantitative approach with descriptive and inferential statistics was used. The data was collected from 61 undergraduate students through quantitative questionnaire. Results suggest scores from the surveys were generally positive associated with online exams, especially regarding flexibility, efficiency and instant feedback. But there were raised technical issues and concerns about academic honesty, fairness, and emotional involvement. There are findings that indicate no gender differences in attitudes but there are some perceptual differences, and male students' perceptions of the positive side were higher than female students. Online exams are seen as a valid but still underdevelopment assessment form that needs improvement to tackle subject matters of contextual and experiential nature. The study findings recommend that increasing the technical infrastructure, designing assessment more closely to the knowledge technology model, and practicing inclusion are very vital to improving the quality and equity of online assessments. Additionally, it will flag the importance of providing digital literacy support to students and teachers. Finally, these results add to conversations about assessment through technology in higher education and offer guidance for future technology assessment studies with various types of assessment.