Grade 7 Students’ Perception, Experience and the Effectiveness of Online

Examination: A Qualitative Study

A research paper presented to the Senior High School Department

Of Holy Cross College of Carigara Incorporated

In partial fulfillment of the requirements in

Practical Research I

Prepared by:
(11 HUMSS A)
Jegie Cane Jr.
Kyle F. Dandan
Jenniah Candince N. Mislos
Erich Jade C. Pomarejos
Adrienne Tagpis

2025
 CHAPTER I
INTRODUCTION

Background of the Study

The COVID-19 that started in around December 2019 affected the whole world,
this disrupted the works, day to day life, and education of everyone, parents and
students alike had a difficult time adjusting with the new setup. Due to lockdown the
students were forced to stay inside and take modular activities, at times needing to
attend online classes in zoom or google meet. This abrupt shift impacted students'
motivation and willingness to attend classes, leading to a gradual transition from
modular activities to online portals for learning and assessment.
For Grade 7 students, the new or fresh High School students, this transition
was particularly challenging due to them being used to written assessments.
Activities, quizzes, and examinations moved online during the pandemic, and this
mode of assessment continues to be used in many schools, including Holy Cross
College of Carigara Incorporated. From observation and personal experience, having
the exams online instead of the traditional written exam can be quite challenging. An
example of this is the issues with the connection, with the limited amount of time to
answer the examinations, the slow connection gets in the way of finishing within the
given time. Looking at one’s phone screen for more than 4 hours has its risks, such as
eye fatigue, headachces, neck and shoulder pain, dry eyes, blurry vision and more
(Moorfields Eye Hospital, 2024). Additionally, the ease of cheating during online
examinations further complicates the integrity and effectiveness of this form of
examination.
The study published by International Review of Research in Open and
Distributed Learning (IRRODL, 2020) states that the effectiveness of online learning
and assessment heavily depends on addressing the challenges through well-designed
instructional strategies and support systems. This highlights the importance of
understanding and gather students’ perceptions, specially for junior high school
students who are still developing self-regulation and time-management skill.

Statement of the Problem

Junior High School students may have a difficult time adjusting from written
exams to online exams, this could also affect the students’ perspective on
examinations and may deem it as easy. Furthermore the students may have opinions
that they keep for themselves regarding the setup with online examinations.

Research Question
This study focuses on the experiences, perceptions of the Junior High School
students as well as the effectiveness of the online examination here in Holy Cross
College of Carigara Incorporated, aiming to answer the following questions:

 How do Grade 7 students describe their experiences with online exams?

 As to what challenges do Grade 7 students report regarding online examinations?
 What benefits do Grade 7 students gain from online examinations?

Significance of the Study

In order to gain a better understanding of Grade 7 students’ perceptions, providing
a deeper understanding of how students experience online examinations. This
research explores several perspectives to show the benefits and challenges of online
exams, providing insights that can guide future decisions regarding how tests should
be designed and conducted in schools, ensuring that they are more effective in
assessing students’ knowledge

For teachers: students perspectives regarding online exams can offer the teachers
a deeper understanding of how these examinations impact student learning and
performance

For administrators: This study provides data that can help administrators better
understand how online examinations are taken by students, making decisions about
the role of online examinations in evaluating students’ knowledge

For students: By sharing their perceptions, students provide valuable information

focusing on the strengths and weaknesses of online examinations. This information
can then be used to adjust or improve the way digital assessments are conducted to
evaluate their knowledge.
 For future researchers: This research provides additional insights into the online
education and assessment, serving as a guide for further studies on the effectiveness
and students’ responses to online exams at different levels of education.

Purpose of the Study

This study aims to explore the perceptions and experiences of Junior High
School students at Holy Cross College of Carigara Incorporated regarding online
examinations. With the growing shift toward online it is essential to understand how
these students perceive the effectiveness, challenges, and benefits of online
examination to their academic journey. Identifying factors such as the accessibility
and impact of technology on their performance. The findings of the study will
contribute a better understanding of Grade 7 students’ needs and concerns about
online examinations.

Scope and Delimitation

This study includes all currently enrolled Grade 7 students, along with the
online learners here in Holy Cross College of Carigara Incorporated for the school
year 2024-2025.
This study excludes all students enrolled from Grades 8,9,10, Senior High
School, and College, as well as all school staff and teachers in Holy Cross College of
Carigara Incorporated.
The research will solely focus on collecting and analyzing the gathered
feedback from current Grade 7 students regarding experiences, perceptions and the
effectiveness of the online examination. The researchers will utilize open-ended
questions to gather qualitative data for further analysis.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter highlights related literatures that are relevant to the study. This
contains the different sources the researchers gathered from the internet after thorough
and in-depth searching.

Related Literature
The transition from modular learning to online education was implemented to
minimize the risk of COVID-19 transmission and as a survival strategy (Mwangi et
al., 2022). This shift allowed both students and workers to continue their education
and jobs remotely. Online learning became a preferred mode of education,
particularly for working professionals, parents, and individuals with disabilities
(Orrell, 2020).

The transition to online education, particularly online examinations, has had a

significant impact on students, including those in Grade 7. Bali and Liu (2018)
explored the advantages and disadvantages of online learning, including issues related
to screen fatigue, digital accessibility, and academic integrity. Manuja, Pattankar,
Yadavannavar, & Udgiri (2024) found that excessive screen time exposure in students
can contribute to visual fatigue and cognitive strain, which may impact their ability to
focus during digital learning experiences. Educators must therefore consider strategies
that minimize screen fatigue while ensuring effective online assessment experiences.
This concern is especially relevant for Grade 7 students, whose cognitive and learning
styles are still developing.

Shard, Kumar, & Koul (2024) examined the factors influencing students'
acceptance of online exams and found that perceptions of test validity, security, and
ease of use significantly impact their willingness to engage with digital assessments.
These findings suggest that Grade 7 students may require additional digital literacy
training and user-friendly exam platforms to ensure a fair testing experience. Online
assessments have become essential in education, but ensuring academic integrity
remains a challenge.
 Research shows that online proctoring, such as webcam monitoring and
browser lockdowns helps deter cheating, as seen in Dendir and Maxwell’s (2020)
study, where proctored students scored lower than non-proctored ones. However,
digital inequalities persist, with students from low-income backgrounds facing
connectivity and resource issues (Hartnett, 2023). To address this, researchers
recommend alternative authentication methods. Beaudin (2016) highlights the need
for secure verification, while Okada et al. (2019) emphasize balancing security with
user privacy. These studies stress the importance of both integrity and accessibility in
e-assessments.

According to Henderson, Broadbent, & Tindall-Ford (2023), online

examinations are increasingly prevalent in higher education. While most research
focuses on academic integrity, there is limited exploration of students' overall
experiences with online assessments. As online exams continue to be implemented,
concerns arise regarding their potential negative effects on student well-being,
performance, and overall experience. The study found that assessment design had a
more significant impact on student experience than the security measures or platform
itself. Additionally, factors such as platform functionality, personal technology, exam
conditions (location, preparation, and available support) played a crucial role in
shaping students' experiences.
 CHAPTER III
METHODOLOGY

Research Design
The researchers are using the Phenomenological Research Design for this
research. This approach is suitable as it aligns with the objectives of the research,
which aim to explore the students lived experience regarding the online examination
provided by Holy Cross College of Carigara Inc.

This research approach aims to analyze students' perceptions of online

examinations by identifying common opinions.. By examining their experiences,
challenges, and preferences, this study provides a comprehensive understanding of
how students perceive online assessments.

Sampling Method
The chosen sampling method in this study is the Simple Random Sampling
method. This approach is appropriate as it ensures that all potential participants have
an equal chance of being selected, minimizing bias and ensuring fairness in the
selection process. A total of 10 participants will be chosen for the study, consisting of
2 participants each for Wisdom A, Wisdom B, Knowledge, and Understanding, and 1
participant each for Fortitude and Piety. Given the structured yet random selection,
this method allows for a balanced representation of perspectives while maintaining
efficiency and reliability in data collection.

Instrumentation
Structured interviews were conducted to obtain insights regarding Grade 7
students' perspectives, experiences, and the efficacy of online examinations. Essential
for data collection that allows students to express their opinions freely. The study
explores the students experiences, difficulties, and satisfaction in online examinations
using a predetermined open-ended questionnaire.

Structured interviews allow for systematic comparisons of responses and

identification of common themes. The outcomes will help bring closer to the
objectives of the study with a broader understanding of the students' perspectives on
online examinations.

Data Gathering Procedure

The procedure starts with creating structured interview questions that will be
used for data collection. The researchers brainstorm and refine the questions to ensure
they are clear and relevant to the study. After finalizing the questions, they are
encoded into a document for organization.

Once the researchers get confirmation that the questions are ready for use, letter
for permission is prepared and submitted to the teachers before conducting the
interviews. After securing permission, the researchers begin conducting the
structured interviews.

Data Processing and Analysis

 CHAPTER IV
RESULTS AND DISCUSSION