An investigation of the factors that influence the attitude of students towards summative e-assessment in a Saudi Arabian University context

Abstract

Advances in information and communication technology (ICT) have created more opportunities for universities to complement the traditional methods of delivering their examinations. In Saudi Arabia, many universities continue the adoption of summative e-assessment by different departments. Nonetheless, the attitude of students to using e-assessment systems is a critical challenge. Understanding the factors that affect students’ attitude towards summative e-assessment plays a key role in the success of its adoption. However, the factors that affect the use of technology may vary across cultures in their significance and predictive power. Several studies have examined the use of summative e-assessment by students in different countries, but no research has been conducted in the context of Saudi Arabian universities. This thesis aims to address this gap by investigating the factors affecting students' attitude towards using summative e-assessment in Saudi Arabian universities. The main contribution of this study is the development of a framework that supports investigation into the factors that influence the attitude of students towards using summative e-assessment in Saudi Arabian universities. A review determined the current gaps within the literature pertaining to students’ attitude of summative e-assessment and was the basis of the research questions. A framework was initially developed by reviewing technology theories and related studies. An exploratory mixed methods design was followed, which gathered qualitative and quantitative data. The framework was confirmed by 12 experts, gained from semi-structured interviews, followed by a questionnaire completed by 102 students in a confirmatory study. Further investigation was carried out by applying factor analysis and multiple linear regression to 328 students’ perspectives, gathered through an online questionnaire. The findings of this research were of significant consequence to Saudi Arabian universities in particular, which have sought to adopt summative e-assessment systems with limited success. The research also provides sound evidence to the stakeholders in universities who could change the landscape for assessment systems in Saudi Arabian universities positively. In addition, academic researchers in the field of e-assessment can test the framework developed in different cultural contexts.

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ORCID for Gary Wills: orcid.org/0000-0001-5771-4088

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