Emotional impact of online assessment strategies in engineering mathematics during COVID-19 confinement: A study in Mexico City

Abstract

This study looks into how online testing methods in engineering math classes at a university in Mexico City affected students' emotions during the lockdown caused by the COVID-19 pandemic. It seeks to understand which specific testing techniques increased feelings of frustration, anger, anxiety, sadness, shame, and boredom among students. The research used a quantitative approach, focusing on describing and predicting outcomes, and gathered data from 324 university students chosen randomly. It examined which testing methods were most linked to negative feelings using correlation analysis and built models using ordinary least squares. The findings showed that traditional paper exams and the requirement to keep cameras on during video calls were the biggest sources of negative emotions. On the other hand, interactive methods like chat and forum participation, as well as making information organizers, had little to no emotional impact. The research also found that project-based assessments were emotionally neutral for students. When comparing these results with other studies, there's agreement that written and oral exams cause more stress in online settings. The study suggests using a variety of testing methods to avoid depending too much on any one way of assessing students and recommends making exams count for less. These suggestions aim to help improve the educational experience for students in similar situations.