A STATISTICAL ANALYSIS ON IMPACT OF ONLINE EXAMINATION MARKS ON SEMESTER END EXAMINATION MARKS
(With
Reference to Gayatri Vidya Parishad College for Degree and P.G.Courses (A)
ABSTRACT
Gayatri Vidya Parishad (GVP) a pioneer educational society
was established in September 1988 by an ardent group of erudite academicians,
eminent educationalists, diligent industrialists and dedicated professionals to
serve the cause of higher education in the city of destiny. Visakhapatnam with
the vision of creating human excellence for a better society. The main
objective of the Parishad is to promote, establish, maintain and assist
educational institutions offering a variety of innovative courses in all branches
of knowledge in general, Science Technology and management studies in
particular. The Gayatri Vidya Parishad Degree College was established in 1989
offering. BA. B.com and B.Sc with a number of restricted and job oriented
combinations including Computer Science and Electronics in additional to
traditional combinations. The PG Courses were added from 1933 onwards. The
college was accredited by NACC with B++ Grade and conferred autonomy in 2007.
Subsequently, the courses in Management studies and Life sciences were added at
undergraduate level. All the undergraduate and P.G. courses of the college are
in autonomous stream. The college has yet another feather in its cap in the
form of School of Engineering.
In pursuance of the resolution taken by the Gayatri Vidya
Parishad, the college applied to a technical campus at Rishikonda to start
B.E/Batch. Degree courses under autonomous stream. After Scrutiny of our
application the AICTE expert team inspected the college and gave permission to start four engineering courses in
electrical and communicational engineering(ECE), Computer Science Engineering
(CSC), Mechanical Engineering(M.E) and Civil Engineering (C.E) in the New
Technical Campus at Rushikonda from the academic year 2011-2012. The
Affiliation Committee appointed by Andhra University visited the technical
camps on 05-08-2011. The above engineering courses are listed for EAMCET
Engineering Counseling of 2011.
NEED AND RELAVANCE OF THE STUDY: The Gayatri Vidhya Parishad have
introduced online mid exams in 2015. So the students are having the mid exams
in 2 types that are 1) Descriptive mid examination 2) online mid examination.
Here the students of Gayatri Vidhya Parishad are arguing that due the online
mid examination the students are losing their marks as compared to descriptive
mid examination marks and due to this they are having the backlogs at final
semester end. Most of recent studies quoted that online examination is useful
for preparation of competitive exams as well as for facing group discussion and
face to- face interviews. In view of this the study carry out is really any
impact of either online and descriptive marks on semester end marks and also
carry out is there is any significant difference between online and offline
examination marks in the study area.
OBJECTIVES OF THE STUDY: To examine the students attitude
towards On-line Mid Exam in circular. To analyze On-line Examination Marks
impact on Semester end grades. To Examine student’s opinion; about whether it
is useful in Competitive Examination. To analyze there is any significant difference
between online mid exams and descriptive exams. To suggest implications for
some policy makers.
METHODOLOGY: Stratified Random Sampling technique
is employed to select the samples from the population. 221 sample respondents
are selected through proportional allocation method. 74 from B.Com, 38 from
MPCs, 15 from MPC, 18 from MSCs, 10 from MBBTBC, 34 from BBA, 9 from MBA and 23
from MECs are selected for the intensive study. To reach the objectives use
t-test, ANOVA techniques. The data is collected in the time period …….
PERIOD OF TIME:
Here we are 7 members in a group and the period of time we have taken is
10 days for the collection of the data from different branches.
MAJOR FINDINGS: The analysis relating to sample
respondents from each group is explains that there are 8 branches and these
branches tell us how many students are there and how much is the valid
percentage and cumulative percentage from the following data: BCOM it is the first highest priority group and it
has 74 frequency and 33.5% valid percentage with respect to 89.6 cumulative
percentage followed by MPCs with 38
frequency and 17.2 valid percentage with respect to 24 cumulative percentage
followed by BBA with 34 frequency and 15.4 valid percentage
with respect to 52 cumulative percentage followed by MECs with 23 frequency and 10.4 valid percentage
with respect to 100 cumulative percentage followed by MSCs with 18 frequency and 18.1% valid percentage
with respect to 32.1 cumulative percentage followed by MPC with 15 frequency and 6.8 valid percentage
with respect to 6.8 cumulative percentage followed by MBBTBS with 10 frequency and 4.5 valid percentage
with respect to 36.7 cumulative percentage followed by MBA with 9 frequency and
4.1 valid percentage with respect to 56.1 cumulative percentage out of 221
students.
Sex Wise distribution of the sample respondents are
indicates that there are 134 female with respect to by 60.6% valid percentage
and 60.6% cumulative percentage followed by 87 males with respect to 39.4%
valid percentage and 100% cumulative percentage out of 221 students.
The opinion on on-line examination is describes that Out of 221
students there are 98 students where it
is the highest majority that the students who are assuming that online exams
are useful for preparation of competitive exams and its valid percentage is
44.3% along with cumulative percentage 69.2%, 55 students are assuming that
online exams are useful for getting more marks in semester and its valid
percentage is 24.9% along with cumulative percentage 24.9%, 39students are
assuming that without any preparation we can write online exam easily and the
valid percentage is 17.6% along with cumulative percent 100%, 29 students are assuming that the online
exams are not useful in getting more marks in semester and this is the least
priority for the students with valid percentage 13.1% and cumulative percentage
is 82.4%.
The opinion relating to impact of online examination marks
on semester end examination marks is explained that 134 students are agreed
that online mid marks impact on final examination marks with valid percentage
60.6 % in regarding with cumulative percent 60.6% and this has the first
priority on comparing with the other three opinions ,55 students are strongly
agreed that the online mid marks impact
on final examination marks with valid percentage 24.9% and its cumulative
percentage is 85.5%, 28 students are disagreed with online mid marks impact on
final examination marks with valid percentage 12.7% and cumulative percentage
98.2%, remaining 4 students are strongly disagreed with online mid marks impact
on final examination marks with valid percentage 1.8% and cumulative percentage
100% and it is the last priority out of 221 students.
The student’s preference on type of mid examination is
presented that 100 students are agreed that online mid marks impact on final
examination marks with valid percentage 45.2% in regarding with cumulative
percent 95.5% and this has the first priority on comparing with the other three
opinions , 100 students are strongly agreed that the online mid marks impact on final
examination marks with valid percentage 45.2% and its cumulative percentage is
50.2%, 11 students are disagreed with online mid marks impact on final
examination marks with valid percentage 5.0% and cumulative percentage 5.0%,
remaining 10 students are strongly disagreed with online mid marks impact on
final examination marks with valid percentage 4.5% and cumulative percentage
100% and it is the last priority out of 221 students.
The data relating to how many hours used for preparation for
mid examination tells that 72 students choose to study for 2 days before
the descriptive type exam and this is
the highest priority with 32.6%percentage and 95.9% cumulative percentage,
followed by 51 students choose to study for 2 to 5 hours before the descriptive type exam with 23.1%
percentage along with 46.2% cumulative percentage,
followed by 51 students choose to study for less than 2 hours before the descriptive type exam with 23.1% percentage
and 23.1% cumulative percentage, followed
by 38 students choose to study for descriptive type exam before 1 day
with 17.2% percentage along with 63.3% cumulative percentage ,is followed by 9
students who choose to not to prepare before going for descriptive type
examination with 4.1% percent and 100% cumulative percent out of 221 students.
The opinion on preparation for on-line examination in the
study explained that there are 198 students
who are attempting each and every question in internal examination with
89.6% and 100% cumulative percentage , is followed by 23 students who are not
attempting each and every question in internal examinations with 10.4%
percentage and % cumulative percent.
The Opinion on way of attempting on-line examination
describes that there are 202 students
who are attempting each and every question in internal examination with
91.4% and 100% cumulative percentage , is followed by 19 students who are not
attempting each and every question in internal examinations with 8.6%
percentage and 8.6% cumulative percent.
The opinion on mal practice in online mid examination is
telling that there are 184 students who
choose online exam is really helpful to reduce mal practices with 83.3%
percent and 100% cumulative percent followed by remaining 37 assumes that
online examinations are not helpful in
reduce cheating with 16.7% percentage and 16.7% cumulative percentage
out of 221 students.
Students Opinion on advantage of online mid examination in
the study is analyzed that there are 198 students who choose that conducting
the online examinations is the biggest advantage to the students with 89.6%
percentage and 100% cumulative percentage followed by 23 students chooses that online exams are disadvantage for students
with 10.4% percentage and 10.4% cumulative percentage.
Student’s Suggestion on Conducting Online Examination tells
that there are 191 students who are not willing to participate in giving any
suggestion for implementation of descriptive or internal examination with 86.4%
percentage and 86.4% cumulative percentage followed by 38 students who are
willing to express their suggestions for implementation of descriptive or
internal examination with 30% percentage and 100% cumulative percentage
For the analysis relating to test the significant difference
between on-line and descriptive examination, we carry out the t-test for
independent samples and the results are explained that:
For the analysis relating to test the significant difference
between on-line and descriptive examination (B.Sc.), it
is observed that t- value is significant at various probability levels. Hence
we conclude that descriptive examination marks are greater than online
examination marks. It is concluded that, in mathematics, computer science and
English subjects, descriptive examination marks are greater than online
examination marks for B.SC students.
For the analysis relating to test the significant difference
between on-line and descriptive examination (B.Com) tells that t-
value is significant at 5 percent probability levels in the case of Finance
subject. Hence we conclude that descriptive examination marks are greater than
online examination marks.
For the analysis relating to test the significant difference
between on-line and descriptive examination (BBA) is describes that t-
value is significant at various probability levels. Hence we conclude that
descriptive examination marks are greater than online examination marks. It is
concluded that, in computer Science subject only descriptive examination marks
are greater than online examination marks for BBA students.
For the analysis relating to test the significant difference
between on-line and descriptive examination (MBA) represents that t-
value is significant at various probability levels. Hence we conclude that
descriptive examination marks are greater than online examination marks. It is
concluded that, in finance, economics and operation management subjects,
descriptive examination marks are greater than online examination marks for MBA
students.
For the analysis
relating to test the significant difference between on-line and descriptive
examination (MBBTBC) is representing that t-value is not significant at any probability levels. Hence it is
concluded that there is no significant difference between descriptive and
on-line examination marks in the concerned subjects in the study.
POLICY IMPLICATIONS: From the analysis of the primary
data, the following implications are suggested for policy makers:
(1) An improved learning environment
(2) Buildup the student friendly environment
(3) Encourage the teachers to use e-classes and
provide the environment.
(4) Separate
classes conduct for online examination preparation to students
(5) Do not encourage the preparation of online
questions by students
(6) Questions are preparing on the basis of
testing the recollect, knowledge, Interpretation and skill.
***
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