A Study on Face-to-Face Exam Experiences of Distance Education Students

Abstract

This study was conducted to reveal the views of the students enrolled in distance education programs about the face-to-face examination process. In the study, the survey model, which is one of the quantitative research methods, was used. The data of the study were collected online with an open-ended questionnaire prepared by the researchers. A total of 46 distance education students, enrolled in the 2022-2023 academic year fall semester, participated in the study. The data were analyzed using descriptive and content analysis methods. The results were tabulated and interpreted, including frequency and percentage values. When the research results are examined; it is revealed that the students primarily prepared for exams using the resources available on the learning management system (LMS), and they deemed these resources adequate. The students have stated that the majority of the obstacles they encountered prior to the exam stem from household and occupational responsibilities, and thus they have not been able to adequately prepare for the examination. The students have noted that the most prominent cause of their pre-examination anxieties is the fear of failure. The primary reason for their anxiety during the exams was the difficulty of the exam questions. The students' most prominent positive opinion about face-to-face exams is the opportunity to interact and socialize with classmates and instructors, while their most emphasized negative opinion has been identified as the financial and emotional struggles they face in the form of travel and accommodation, due to residing in a different location. Students have made suggestions regarding the face-to-face exams either being conducted online or in the location where they reside. It is thought that this study will provide an important perspective to researchers, instructors and institutions about face-to-face exam experiences of distance education students.