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DOI: https://doi.org/10.34069/AI/2022.53.05.17

How to Cite:

learning was initiated during the obligated

unplanned shift toward online learning imputed

to emerged on-going Coronavirus (CoVID-19) at

the beginning of December 2019 (Khalil, et al.,

2020). Accord-ingly, the increasing dependence

on online learning in higher education forces

increased using of online examination, which

emphasizes the request of aligning assessment

methods and forms accords to the unplanned shift

of E-learning experiences to avert cognitive

El título debe ser corto, claro, impactante y mostrar la esencia del trabajo en máximo 20 palabras. Sugerimos que el título incluya

palabras que permitan a los lectores encontrarlo fácilmente. / The title must be short, clear, powerful and show the essence of the work

in a maximum of 20 words. We suggest that the title include words that allow readers to find it easily.

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(Ragupathi, 2020), Webcam-based examination

(Hylton, Levy, & Dringus, 2016), open-book

examination, and open-web ex-amination

(Myyry & Joutsenvirta, 2015). Another raised

merits, Myyry & Joutsenvirta (2015) de-noted

that there are differences among online

examination experiences impute to individual

differences, such as self-efficacy, beliefs, and

attitudes. Furthermore, previous studies concern

better performance within non-proctored

examination compared to proctored examination

(Daffin & Jones, 2018). While a comparative

same level without any significant differences

between in-class examination and online

examination, even more, the study found that

students have a lower pressure level within

online exam compared to the in-class exam, a

higher sense of control, and an opportunity to re-

take an exam several times, which enable

the national online learning context and settle the

skeptical arguments regarding the student's

attitude toward online examination and

misconduct among them.

Literature Review

There is a dearth of literature that reports the

effectiveness of using online examination from

both academic instructors' and pupils'

The studies have conflicting outcomes of

assessing perceptions and favoring online

examination, vary between favoring positively

and aversion. Bahar and Asil (2018) presented

the positive attitude results toward online

examination. These attitudes were exhibited by

Turkish university graduate and postgraduate

students who experienced both direct education,

online programs, and online examinations. Jeljeli

et al., (2018) manifested that students prefer

survey of medicine and healthcare students

conducted by Inuwa et al., (2011), 44.5% of

students exhibited a positive attitude and

preference for online examination attributed to

the high quality of specimens that used for

learning rather than cadavers, which is

considered to lack in quantity and quality, for

anatomy purpose. Interestingly, results revealed

in the trial application of invigilated online

examination in Australia, most of the students

changed their initial perceptions toward online

examination. A 93.7% of students reported

negatively skewed perception toward online

examination and refused to continue in the online

examination trial due to technical difficulties and

lack of support during the exam (James, 2016).

As much as students have a negative perception

toward online examination, students were

claiming that online examination eliminates face-

relationships. Students declared that face-to-face

One of the most repetitive reported advantages of

the intact online learning platform is the

flexibility and the easy-to-do features. Students

share a consensus that doing an examination off-

campus is easier than attending university for

examination, in the context of reducing time and

or spend more than an hour attending university.

Instead of wasting an hour on roads, students

gain an extra hour to focus on their learning, not

demands rather than giving an equivalent period

for each question. Students can invest more time

on the hard questions and conserve time on the

easiest ones. They also mentioned that

performing practical examination in the

laboratory requires students to frequently moving

during the examination process, while through

online examination, they stabilized in one place

all over the test (Inuwa, et al., 2011).

control; since a student has the independent

willingness to manage their responses and

submitting answers (Sheridan, Kotevski, &

Dean, 2014). Bettinger et al. (2014) reported both

sides of peer-pressure and reflection on the

students' performance in the online

environments, first, it has a negative influence on

Second, evidence reported that online discussion

room in online learning systems assists students

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to enhance their performance (2014).

Accordingly, this has implicated the message that

peer pressure and influencing is persisting in

online environments. Another aspect argued that

online examination increases the cheating

potentials with the increased private and personal

settings, particularly if the examination process

is not invigilated (James, 2016). For example, a

survey study of chemistry courses addressed the

online cheating potentials in both examination

and task solutions. The instructors and teachers

Business school students also shared that

cheating in online examinations compared to on-

campus examinations is easier (King, et al.,

2009). Accordingly, the validity and reliability of

online examination remain ar-guable. (Öz &

found that students' achievement in two

examination modes (i.e., online vs. paper) was

equivalent and not significantly different. Ilgaz &

data, which is collected in the environmental

science course over the period between 2009 to

2019, indicates that there are no differences in the

students' performance between both online

examination and face-to-face examination (Paul

& Jefferson, 2019). Inconsistently, Sheridan,

Kotevski, & Dean (2014) conveyed that online

examination enhances students learning since

they achieve more clarity and better assimilation

of subject knowledge. A comparison between

(such as Moodle) is the most effective tool to

enhance student's performance compared to both

social media-based examination and paper

examination (Jeljeli, et al., 2018). Hakim (2017)

found similar results, and the students have

higher performance scores at online

examinations than on the equivalent paper.

Online examination advances a feature of well-

integration between workplace and learning

continuity because the students can do their exam

without the need to attend university and thus do

not need to leave or take off from their work;

especially to those working and completing an

2014). Consistent with students' responses in

James (2016), there is a high degree of agreement

that online examination reduces transition time

and cost, reduces the likelihood of being late at

the exam, and decreases the take-off time from

work. Peytcheva-Forsyth et al. (2018)

Another aspect of online learning is the anxiety

and frustration associating with performing

exams. There is uncertainty toward this issue

since the studies, such as (Bahar & Asil, 2018;

Peytcheva-Forsyth et al., 2018; Joshi, et al.,

examination in-creased the anxiety level of

students and it may add a new anxiety category,

which does not occur in the in-campus

However, Arora et al. (2021) found that the

online examination, particularly the unplanned

shift toward this examination format due to

global health condition, adds to anxiety level of

self-efficacy. Joshi et al. (2020) emphasizes the

increased level of anxiety in the online

examination, especially in the home, due to

family interruption during the test, control lack of

external distraction, and the support lack during

evaluation personal and professional progression

through the learning process. The student during

the online examination can assess their own

growth and increase their self-assurance, self-

improvement, and self-awareness. Accordingly,

connectedness were raised (Sheridan, Kotevski,

& Dean, 2014). Furthermore, Marchisio and her

colleagues (2018) were interpreting the instant

feedback of online examination makes students

aware of their progress toward their predefined

goals and suggesting what they need to achieve

better progress. In turn, students utilize, and

process information acquired from feedback for

the sake of self-level enhancement.

Male students showed higher positive attitudes

compared to female students, according to the

results of Bahar and Asil (2018). These

differences were attributed to their higher usage

of computers and higher technology experience

help in the exam which male students did not.

The male medicine and healthcare students also

showed a high preference for online examination

counterparts their female peers (Inuwa et al.,

2011). In contrast, Jeljeli et al., (2018) found no

difference in the prefer-ence toward the online

differences appear due to subject and time spent

in the university.

university students, since they are experiencing

online examination for the first time of their

academic life, and it is mandatory due to

consequences of Corona virus on education

learning system and obligation shift toward

online learning. The data will be collected using

online survey distributed among university

students, the survey will be developed using

panel of previous research such as (Myyry &

Joutsenvirta, 2015; James, 2016; Tarricone &

Data analysis

This part presents the findings of the study that

aims to enrich the national online learning

context and settle the skeptical arguments

regarding the student's attitude toward online

examination and misconduct among them.

This part will explain the questionnaire outcomes

obtained after collecting and analyzing the

response, an analysis of the results of the

theirs toward online examination.

A cross-sectional survey was utilized to obtain

results by distributing them to a sample of (762)

participants. Thus, the statistical package for the

social sciences (SPSS) was utilized to analyze the

collected data in tabular and graphical form to

perform an illustrative analysis. All information

collected by the survey was treated confidentially

statistical software packages (SPSS) were used:

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Validity analysis

To test the validity of the instrument, the Pearson

correlation test was applied. The results for the

variables are shown in table 1:

Correlation results for the ítems.

College the least Percentage representing only

31.6%.

Results and Discussion

Means and standard deviation for "investigate the

attitude toward online examination and

mentoring among Saudi university students"

items and total means of them, table 3 shows that.

The descriptive analysis was computed for each

component, as well as for each item within an

individual component. Table 3 below, reveals the

component's means and standard deviation. For

the investigation, the attitude toward online

examination and mentoring among Saudi

university students is high level, in which the

highest mean value is at 4.32, and the lowest

mean is 2.45.

rather take the online examination than take the

paper exam ", and then for item (7) "I focus more

on the online examination" (means 4.12). And

the lowest means was (2.45) for items (1)" I think

online examination results do not fully represent

Jeljeli et al., (2018) that explored students prefer

online rather than paper examination. Peytcheva-

Forsyth et al., (2018) reported, likewise, that

students have a positive attitude toward online

learning activities. The results of the current

www.amazoniainvestiga.info ISSN 2322- 6307

study as well as the aforementioned studies by

Inuwa et al., (2011), 44.5% of students exhibited

a positive attitude and preference for online

examination attributed to the high quality of

specimens that used for learning rather than

cadavers.

To have a more exploratory viewpoint, the

mentoring according to all previous variables.

Since not have a normal distribution, this section

of analysis was examining the non-normal

distribution.

To assess attitude toward online examination and

mentoring, the Mann-Whitney and Wilcoxon test

is a non-paramedic test since the data is not

normally distributed. The survey examines the

student's attitude toward online examination and

mentoring according to gender, year, college,

results agree with the results of a study by Jeljeli

et al., (2018) found no difference in the

preference of the online examination tool due to

gender. Also, these results disagree with the

results of a study by Bahar and Asil (2018)

explored male students showed higher positive

attitudes compared to female students, these

counterparts their female peers.

To assess student attitude toward online

examination and mentoring according to year,

degree, and college, the Kruskal-Wallis test a

non-paramedic test since the data is not normally

distributed.

According to table 5, there is a difference among

the year in student attitude toward online

examination and mentoring which chi-square is

(22.301) and it is significant at level (0.000) with

favor to the Third year which has a higher mean

(412.55). These results agree with the results of a

study by Jeljeli et al., (2018) found differences

appear due to time spent in the university.

According to table 6, there is no difference

square of the Chi-square is (2.349) and it is not

results of Jeljeli et al., (2018) found differences

appear due to subject matter.

Conclusions

This study provided theoretical and practical

insight into students' attitudes toward online

exami-nation and mentoring. This study aimed to

enrich the national online learning context and

settle the skeptical arguments regarding the

mentoring. The results also suggest that no

significant differences exist on the dependent

variables between the different genders and

degrees, and significant differ-ences were

evident on the dependent variables related to

study year and college.

The results emphasized the positive attitudes

toward online examination and mentoring among

Saudi university students, where the students

accurate, and reliable, as well as the online

examination enables to show better academic

achievement.

These results agreed with the results of a study

Peytcheva-Forsyth et al., (2018) pointed that the

established, however, that employed students

have a higher positive attitude toward online

learning since they share a greater need for online

learning compared to their unemployed peers

In the recommendations, the study called for the

qualification of teachers, parents, and students

themselves, and the creation of appropriate

electronic means that make the process of the

remote examination an interactive process and

easy to deal with by providing appropriate

devices for students and free internet lines, as

well as by adapting educational curricula and

means to become able to learn remotely. Remote

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evaluation through exams can also measure the

learner's ability to recall and understand

knowledge quickly. The study also suggested

increasing the time for objective questions,

taking into account the time for essay questions,

given that electronic writing requires more time

than paper writing, with the need to return to the

previous question, in addition to raising the

percentage of final exams for some specialties,

including medicine.

Bahar, M., & Asil, M. (2018). Attitude towards

Bettinger, E., Loeb, S., & Taylor, E. (2014).

Greenberg, K., Lester, J. N., Evans, K., Williams,

Hylton, K., Levy, Y., & Dringus, L. P. (2016).

Inuwa, I. M., Taranikanti, V., Al-Rawahy, M., &

James, R. (2016). Tertiary student attitudes to

Joshi, A., Vinay, M., & Bhaskar, P. (2020).

King, C. G., Guyette, R. W., & Piotrowski, C.

Marchisio, M., Barana, A., Fioravera, M.,

Myyry, L., & Joutsenvirta, T. (2015). Open-

Nguyen, J.G., Keuseman, K.J., & Humston, J.J.