The web-based questionnaire shared by Google Forms was randomly provided to the students of various universities via multiple social networking sites. A significant number of students took part in this online survey. The web-based questionnaire was devised carefully, keeping in mind the variables under research. The questionnaire had closed-ended questions. A summated rating scale was used to garner the data from respondents. It was done based on a five-point basis, deviating from “strongly disagree (1)” to “strongly agree (5).” From the total collected responses of 234 students, 207 responses were found valid and considered for further data analysis. By using SPSS (version 25) software, the collected data were analyzed quantitatively. This section exhibits the results and findings of the research. It constitutes the demographic profile of the sample respondents, along with the device(s) that students utilize for giving the examination, their views towards the process, the needful considerations for the successful implementation of the online examination system, and the various problems and challenges encountered by the students/learners while appearing in e-exams.
7.1. Background Information of the Respondents
The general details of the students who filled the questionnaire are shown in this section.
Table 1 displays the responses to the questions relating to various demographic variables chosen for the study. The information showcased here is gathered from the primary data.
The aforesaid table presents the demographic information on the participants classified on the basis of their gender, age group, course of study, level of study, and the institution where they were studying. It revealed that most of the sample respondents (61.4%) were females, whereas 38.6% were males. The above data also indicate that most of the students (49.8%) belonged to the age group of up to 20 years, 19.3% were aged between 21 and 25 years, and 16.4% fell within the age bracket of 26–30 years. At the same time, only 14.5% of the respondents were found to be above 30 years of age. For this majority age group of up to 20 years, the research findings are likely to reflect their youthful views.
Respondents are reasonably distributed based on their course of study.
Table 1 indicates, out of a total of 207 respondents, 42.5% of the respondents were business students in general and accounting and marketing in particular, and there is a fair representation from the other courses of study as well—Art and Design 9.7%, IT 28%, and Engineering 19.8%. Thus, it can be concluded that there is a fair distribution of views from the various groupings of students in this study.
Furthermore, the collected dataset of sample respondents is justifiably distributed based on their academic year of study. A preponderance of the students (35.8%) was in the third year, followed by the first-year students (32.4%) and second-year students (18.8%), and the remaining 13% of the students were in the fourth year, respectively. Consequently, the present research comprises diverse groups of learners for attaining a good assortment of perceptions.
Besides, most of the students belonged to Jamia Millia Islamia University (33.3%), followed by Delhi University (31.9%), Saudi Electronic University (21.8%), and Jawaharlal Nehru University (13%), in that order. Thus, it signifies that a significant chunk of the sample respondents (78.2%) belongs to Indian universities and only 21.8% of the respondents belong to Saudi Electronic University of Saudi Arabia.
7.3. Perception of Students towards the Online Examination System
To examine whether all the manifest variables clearly explain their respective latent construct, the researcher applied the confirmatory factor analysis (CFA) in the study via AMOS (version 24) software. According to this research study, in order to analyze the perspective of learners towards online exams, the major latent construct, namely “students’ perceptions of e-exams (PSE),” is categorized into five sub-constructs, and further, each of these sub-constructs is measured by various statements chosen by the researcher to collect responses from the participants. It is shown in the
Figure 1.
The aforesaid model showcases the perception of students towards e-exams, the principal latent variable, measured by its five sub-constructs: pedagogy, validity and reliability, affective factors, practicality, and security. Pedagogy, the first sub-construct, is measured via three statements (PSE1, PSE2, and PSE3) expressed by rectangles, for they are observed variables. Validity and reliability, the second sub-construct, is measured via six items coded as PSE4, PSE5, PSE6, PSE7, PSE8, and PSE9. Affective factors, the third sub-construct, is examined by three items coded as PSE10, PSE11, and PSE12. Practicality, the fourth sub-construct, measured via three statements coded as PSE13, PSE14, and PSE15. Security, the fifth and final sub-construct, is analyzed via three items coded as PSE16, PSE17, and PSE18.
The small “e” represents error terms signifying the proportion of unexplained variation. The standardized regression coefficient for a particular item is denoted near the arrow leading to the respective item, while the value above each response item purports the squared multiple correlations (
R2) of the manifest/measured variables.
Table 3,
Table 4 and
Table 5 represent the analysis summary of the aforesaid model provided by Analysis of Moment Structure (v-24).
The above table depicts the chi-square (χ2) value, i.e., 0.157, which is greater than 5 percent, and the CMIN/DF value, i.e., 2.403, which is less than the recommended limit of 3. These values show that the garnered sample dataset is appropriate for the model fit. It furthermore produced four goodness-of-fit indices, i.e., GFI = 0.910, AGFI = 0.813, CFI = 0.927, and NFI = 0.913. These values surpass their acceptable limits, explaining that the model is a well-fitted model. The two badness-of-fit indices, i.e., RMSEA = 0.042 and SRMR = 0.046, are both less than the recommended limit, which shows that the collected sample dataset fits the model properly. Thus, it affirms that the aforesaid measurement model is a well-fitted model.
The above analysis shows that all the measured variables are significantly related to their corresponding constructs since their
p-values are less than the recommended limit of 5% alpha level. Furthermore, the standardized regression weight (β) of each path is more than 0.40, which affirms that the convergent validity of the CFA measurement model discussed earlier is achieved and also illustrates that each manifest variable is highly correlated with its respective latent construct [
27].
Table 5 shows that the composite reliability of each variable is greater than the threshold limit of 0.70, indicating that “strong internal consistency” exists between the items on a scale. Alternatively, the “average variance extracted” of each latent construct surpasses the recommended limit of 0.50. It asserts a “strong convergent validity” of the measurement model, as discussed above. This segment of the questionnaire was targeted for acquiring information about the students’ viewpoints towards e-exam methods exercised by the educational institutions in India and Saudi Arabia amid the COVID-19 pandemic. The principal headings were Pedagogy, Validity and Reliability, Affective Factors, Practicality, and Security. The respondents were requested to register their answers on a five-point summated scale varying from “strongly disagree (1)” to “strongly agree (5).” The respondents recorded mixed experiences of e-exams. Out of the 18 items of the questionnaire, 15 recorded positive mean responses, two recorded negative responses, and one recorded a neutral response (
Table 6). The said rating is categorized into three categories: firstly, the mean score of 3 shows the neutral response of students; secondly, if the mean score is more than 3, it depicts the positive perception of students towards e-exams; and lastly, if the mean value is less than 3, it portrays the negative mindset of students regarding the online examination system [
22]. The following table depicts the results:
Table 6 indicates that the overall mean value is 3.74, and the value of the overall standard deviation is 0.881. It reveals that university students’ perception towards online exams is positive as the total mean value is greater than 3 and the total standard deviation is less than 1, which is considered to be stable. In fact, it is consistent with the results of Tella and Bashorun [
28] and Da’asin [
9]. This may be associated with the fact that respondents have excellent computer skills, enabling them to use the e-exam system with ease.
Pedagogy: It was discovered that students agree that immediate feedback in online exams helps them understand the subject better. Moreover, the cutting-edge technology used in e-exams facilitates the students in adapting the online learning approach rather than the traditional approach of pen–paper-based ones. The mean values and the standard deviation of all the three statements are greater than 3 and less than 1, respectively. This is consistent with the results of Chin et al. [
29]. This may also be associated with the fact that students today prefer using technology as compared to conventional methods. Using a computer for assessment shall make students feel that they are keeping up with the technology.
Validity and Reliability: It is one of the most critical elements of online assessment.
Table 6 shows that the mean score of the statement coded as PSE4 is less than 3, which reveals that the students think online exams are not valid since they are inappropriate for various fields of studies and subjects. It was found that e-exam is an effective method for assessing one’s level of knowledge. That is because the mean score of the statement coded as PSE5 is 3.83. This is consistent with what is suggested by Daramola [
4]. That is because an examinee who has studied well for an exam can answer any question regardless of its form.
Furthermore,
Table 6 shows how the e-exams promote more reliable assessment compared to the paper-based method of examination via integrating multimedia and simulations, provided the mean value concerning this statement (PSE6) is greater than three. A related outcome is registered by Kuikka et al. [
30]. Their conclusion revealed that modern-day technology accommodates for examinees to be accustomed to video, audio, or simulations before responding to various kinds of questions relating to multimedia, hence making e-exams all the more appealing than paper-based methods. Students like exploiting technology for transforming the assessment practices while ensuring the assessment is authentic. They do so via strategies, such as problem-based approaches, portfolios of evidence, simulation, and the integration of online and face-to-face assessment [
7].
Moreover, when the learners were enquired if they believe that the employment of e-exams will amend the exactitude of the results, most of them agreed to the statement, emphasizing that an automated marking system is far more precise than the traditional system. They further opined that the online examination system is impartial and has “no bias in grading.” The said finding is in association with the analysis by Baleni [
31], who discovered that transparency in marking and prompt deliveries of grades bestow students with more confidence in comparison with the time-taking paper-based method.
As far as whether the online examination is more valid and reliable than paper-based exams is concerned, students were neutral, which means they neither agreed nor disagreed with this statement coded as PSE8 since the mean value is exactly 3.00, which is considered to be an indifferent opinion of the participants included in the online survey. However, the online exam system offers speedy and accurate solutions within the desired time limit compared to the pen–paper test because the mean score of this statement (PSE9) is 4.41, and the value of standard deviation is less than 1.
Affective Factors: Another critical area of concern was the affective aspects of e-exams. It was found that students appearing in an e-exam feel less stressed than those appearing in a paper-based exam. That is because the mean of the statement coded as PSE10 is 3.30. This is consistent with the results of Da’asin [
9], attributed to the way of presenting questions in the e-exam system. For instance, in an e-exam, each question is usually presented on a separate page. Thus, when the student does not see all the questions together, he/she shall feel less stressed. It was observed that because of e-exam, students feel comfortable to concentrate in the exam. That is because the mean of the statement coded as PSE11 is 3.18. This is consistent with the results of Chin et al. [
29]. The e-exam may include different colors, multimedia, and simulation models that shall attract students’ attention and keep them focused. Even the students feel more comfortable appearing in an online exam than a pen–paper-based one as the mean score of this statement is 3.43, which is more than 3, considered neutral on a five-point summated scale.
Practicality: The research outcomes reveal that most of the students admitted to e-exams are comparatively more efficacious than pen–paper format, concerning time, efforts, and the cost. This outcome is achieved as the mean value is more than three, which is deemed as neutral on a five-point Likert scale. The wholly computerized modern-day system enables elimination or simplification in the printing, grading, result analysis, invigilation, and the staff workload, required for large class size. The said outcome comes in association with numerous other research studies [
22,
31]. However, it is necessary to first migrate from the traditional form of learning to the new-found digital approach to pedagogy and learning, which is time-consuming and expensive, particularly in the initial stage of implementation, to make appropriate utilization of the e-learning system for the reduction of staff workload [
30].
One of the significant benefits of e-exams comes from the advanced formulation of a question bank, which serves as a ready reckoner from the examination’s perspective, provided the mean value is 4.12. However, it is necessary to be regular in renewing the question bank to minimize cheating, which can be done via memorizing the recurring questions. Moreover, the questions selected for e-exams must undergo quality assurance standards to make sure the devised questions align with the learning objectives of the course. For instance, concocting multiple-choice questions (MCQs) becomes significantly time-consuming for the management. It requires considerable technical and pedagogical expertise and assistance. When enquired about the convenience of online examination, most of the students acknowledged the same, indicating the superiority of e-exams over the traditional format. That is because e-exams can be attempted from any place and at any time, which is also applicable to online lectures, with smartphones often acting as the carriers; it is essential that formative testing be carried out regularly [
32]. Another important circumstance is the notable progression of e-learning, also known as distance education. The institutional infrastructure in Palestine has undergone a significant change whereby universities are, to varying degrees, adopting e-learning and conducting e-exams [
32]. As more and more universities adopt this new system, appropriate attention needs to be given to the proper implementation of e-exams. Besides, it is also required for the universities to improve their infrastructure and address security issues.
Security: It is a critical aspect of any examination. This section explicates that test materials and results of e-exams are more secure than those of traditional methods. Even in the online examination system, we can set up an automated timer for the whole exam or per question, which means that online exams are more secure than pen–paper-based ones. That is because the mean values of both the statements coded as PSE16 and PSE18 are 3.45 and 4.12, respectively.
Furthermore, the strongest negative response (mean = 1.67) asserted that the technology of e-exams is adequately competent in ensuring no cheating or plagiarism. Towards this, the respondents mostly disagreed. It is quite challenging to prevent cheating in an e-exam, provided technologies, such as smartphones, wireless networking, and Bluetooth devices, are readily available to everyone. It accommodates various means for the students to gain Internet access and search for the information needed during an online exam. Moreover, it is easier to pass on the gained information through wearable tech, which is not easy to prevent students from accessing. In scenarios when larger groups of students are taking the examination at different sets of times, one group of learners can easily pass on relevant information to the other, spoiling the reliability of such exams. Consequently, it is difficult to prevent students from cheating during e-exams, especially in the technologically advanced time we live in.
7.4. Pre-Requisites of an Online Examination System
Numerous considerations deemed efficacious concerning the rightful progression and application of e-exams criteria are also listed in the survey. Drawing on the five-point summated scale that varies from “strongly disagree (1)” to “strongly agree (5),” requests were made to the students to express their opinions on the necessities of e-exam methods exercised by the educational institutions in India and Saudi Arabia. The collective response of “agree” was consolidated by clubbing the two expressions “strongly agree” and “agree.” Identically, the method is applied to “strongly disagree” and “disagree,” constituting a collective response of “disagree,” whereas the “neutral” expression was left unaltered.
Table 7 shows the results of this section.
Table 7 depicts the respondents’ outlook concerning the pre-requisites of e-exam practices adopted by the universities to ameliorate their examination procedure during this unprecedented phase of the COVID-19 pandemic. The above-described research explicates that the partaking learners considered that the presently exercised e-exam criteria adopted by the various universities during the COVID-19 pandemic are satisfactory. Furthermore, it can also be comprehended that the learners underline multiple beneficial features of online examination, most notably the authenticity in the grading process and the greater efficiency that comes in the time, effort, and cost. Hence, the survey results reveal that numerous potential amendments to the criteria of e-exams have been successfully identified amidst several educational institutions, more specifically among the Indian and Saudi Arabian universities, concerning the learners’ perception.
Online Exam Design: The results show that 43.4% of the respondents agreed that universities should maintain a question bank including different sets of validated questions to conduct their online exams efficiently, while only 14.6% of the respondents disagreed to the proposition. However, 42% of the respondents were neutral regarding this survey item, which means they were undecided regarding whether the universities should maintain a question bank.
Furthermore, 49.7% of the respondents opined developing different essential questioning techniques such as objective-type questions or MCQs, very short answer and short answer questions, long answer essay-type questions while conducting e-exams, and 35.3% were neutral. However, 15% of the respondents disagreed with asking different types of questions in the online exams. Besides, most of the respondents felt that online exams should be devised in such a way by the colleges and universities that will provide immediate significant feedback to the students against their responses.
Online Exam Security: The research findings outlined in
Table 7 show that 61.3% of the respondents opined that the universities should keep their e-exams confidential, while 25.6% of the respondents were undecided, and the remaining 13.1% of the respondents were arguing with this statement coded as POE4. Furthermore, approximately 49% of the student respondents agreed that the online exams must be authentic and such kind of examination practice should not facilitate cheating. However, 16.4% and 11.5% of the respondents disagreed with the authentication and cheating aspect, respectively. Regarding neutral responses of the participants, 35.3% of the students were indifferent in respect of minimizing cheating consideration, and 39.6% were undecided regarding the authentication issue. Moreover, the universities must critically think about the security issue in the online examination system because, in this e-environment, numerous universities are adopting this innovative technique of conducting exams. It would be conducive to them for maintaining their academic integrity in the education world.
Online Exam Purpose: The researchers sought to determine the purpose for which the online exams should be conducted in the universities. In today’s era of e-learning, it is pertinent to examine the need for an online examination system because it would be conducive to education institutions for implementing e-exams. Based on the findings presented in
Table 7, 53.1% of the respondents indicated that there should be an evaluation of student learning progress and achievement while using the platform of e-learning as it is an essential consideration for conducting the online exams effectively. However, 31.9% of the respondents were neutral, and 15% of the respondents disagreed to assessing students’ learning outcomes during the ongoing lesson, unit, or course.
Besides, the universities should also link the e-exams to intended learning outcomes (ILOs) as is necessary for a good program and unit planning and assessment of the students. Regarding ILOs, 48.3% of the respondents opined that the universities must include these learning outcomes in online exams. That is because intended learning outcomes (ILOs) define what the students have acquired and can do upon completing their course/studies. In addition to this, 37.7% of the respondents were neutral, and 14% disagreed to the statement coded as POE8.
It was also discovered that 54.1% of the respondents agreed with the statement, i.e., “linking analysis of results to quality assurance criteria” is an essential consideration for successful implementation of e-exams since quality assurance is a way of preventing mistakes and defects in the online examination system. By contrast, only 11.1% of the respondents denied that the implementation of inspection and structured testing to measure quality assurance is not essential to implement the e-exams efficiently and effectively, whereas 34.8% of the respondents preferred to remain neutral.
Institutional Support: The findings of the study also revealed that information and communication technology (ICT) is a business imperative these days. Technology has changed every sector, and the ageing education field is no exception. That is because 53.6% of the respondents believed that an online examination system must be aligned with the university’s long-term strategic plan. However, 36.7% of the respondents were neutral, and the rest, only 9.7% of the respondents, disagreed to the statement coded as POE10.
The findings also revealed that 58.9% of the respondents asserted that the universities should raise the requisite resources and make students aware about the essential guidelines required to attend the e-exams successfully. However, 26.6% of the respondents were undecided and the remaining 14.5% of the respondents disagreed with the initiatives taken by the universities for the convenience of students.
As far as the last statement (coded as POE12) is concerned, 59.4% of the respondents were of the opinion that the higher education institutions should provide proper guidance and support to the teachers and students since it is imperative for conducting the e-exams effectively. However, 27.5% of the respondents were neutral, and the remaining 13.1% of the respondents were not in favor of these considerations taken by the academic institutions for the successful implementation of online exams.