Volume 10, Issue 44 (4-2022)                   2022, __(44): 76-88 | Back to browse issues page

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Hasani R, safayee S. Thematic analysis of students' lived experiences of online tests in the context of a SHAD network. . 2022; 10 (44) :76-88
URL: http://erj.khu.ac.ir/article-1-1131-en.html
Abstract:   (321 Views)
The aim of this study was to identify students' lived experiences of online tests in a SHAD network. The nature of this research was qualitatively phenomenological. Accordingly, the researchers in the present study tried to analyze the students' experience of online tests in the context of a SHAD network. The research field consisted of all first grade high school students in Sanandaj. Participants included girl and boy students in districts one and two of Sanandaj city, amounting to 112 junior high school students. The data of the present study were collected through semi-structured interviews individually and online. The available data were analyzed using the crystallization method. From the analysis of the obtained data including 15 organizing themes including positive attitude; Negative attitude; To be neutral; Software and hardware problems and support; Causing stress and anxiety; Low level learning; Creating opportunities for widespread fraud; Testing skills, variety of questions and easy review; Low score credit validity; Face-to-face preference online; Lack of student observation; Whenever and wherever the online test is; New and sometimes not so good experiences; Safeguarding against endangering health and preventing the formation of equal and healthy competition. In general, the results of the present study emphasize the need to identify the disadvantages and advantages of online exams, the need for culture building, empowering teachers and students in cyberspace and reviewing the method of conducting online exams and learning and improving students' academic performance through online exams.
     
Type of Study: Research Paper | Subject: Educational Assessment & Measurements
Received: 2022/02/2 | Accepted: 2022/05/11 | Published: 2022/06/30

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