Monitoring methods and student performance in distance education exams

Abstract

PurposeThe objective of this study was to compare three distinct methods of test monitoring in the context of distance education—non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software—to analyze if the method in which tests are monitored influences the obtained grades.Design/methodology/approachThe experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified.FindingsThe results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score.Practical implicationsThe results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method.Social implicationsThe authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring.Originality/valueNot exist another paper to compare three distinct methods of test monitoring in the context of distance education.