Defining Determinants of Anxiety Underlying Psychological Impact of Online Testing

Abstract

The Covid-19 pandemic exercises an authoritative influence on the global academic milieu, necessitating institutes fully converting their mode of delivery from an in-class construct to a distant learning factor. Similarly, this urgency drives Sri Lankan educators to rethink of the shift in learner assessment as remote electronic testing is a relatively novel experience to the local student body. This study expects to bridge this gap by establishing the stance; as the causative agents of anxiety generating online impact on the psychology of the online test takers are only moderately influential, they can be mitigated through accurate identification and application of qualified mechanisms. The research incorporated a mixed methods design involving undergraduates of the Faculty of Medicine and Allied Sciences, of the Rajarata University, Sri Lanka. Both descriptive analysis and Thematic analysis were used. The questionnaire detailed five divisions of information: anxiety on content and structure of the question paper, anxiety on time management, anxiety on technical issues and computer literacy, anxiety on change of exam atmosphere, and demographics. The question guide of interview delved deep into the above categories. Typing speed, technical failures, change of exam setting, lack of experience, and excessive belief in physical exams were distinguished as the undoubtable causes of anxiety. Pessimism towards the alternative process and inconvenience caused by incidental circumstances propelled aversion towards online testing. The perpetuated exposure to online testing accompanied by remedial measures will breed positive perspectives. The teachers should be more attentive in designing the tasks and implementing the test. More research should be initiated to establish what further variables in online testing environment can catalyze adverse effects on the local student population.