Teacher and Student Perceptions Towards the Effectiveness of Online and Offline Exam Systems
DOI:
https://doi.org/10.53573/rhimrj.2025.v12n8.017Keywords:
Online exams, Offline exams, Student perceptions, Teacher perceptions, Exam effectiveness, Assessment methods, Academic integrityAbstract
In this research paper, the perceptions of teachers and students regarding the effectiveness of online and offline examination systems are thoroughly examined. The rapid shift to online education and assessments, accelerated by the COVID-19 pandemic, has transformed traditional academic evaluation methods worldwide. This study aims to compare the experiences and viewpoints of both stakeholders on aspects such as fairness, ease of use, stress, academic integrity, and overall satisfaction with online and offline exams. A mixed-methods approach was employed, involving surveys and interviews with 200 students and 50 teachers from various academic disciplines. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses were thematically analyzed to provide deeper insights. Findings reveal that while offline exams are generally perceived as more secure and fair, online exams are favored for their convenience and flexibility. Both students and teachers reported challenges unique to each mode, including technical issues in online exams and logistical constraints in offline exams. Despite these differences, learning outcomes were found to be comparable across both systems. The study concludes that neither exam format is superior in all respects; instead, a blended approach that combines the strengths of both online and offline assessments could better meet the diverse needs of educational institutions. Recommendations include improving technological infrastructure, enhancing exam security measures, and providing adequate training for users.
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