Students’ Satisfaction with Electronic Versus Traditional Paper-Based Examinations, AlNeelain University, Sudan

Abstract

Background:

The rapid integration of technology in higher education has led to increased use of electronic examinations as an assessment tool. This study aimed to compare students’ satisfaction with electronic and traditional paper-based examinations at AlNeelain University and to identify factors influencing their preferences.

Methods:

A descriptive cross-sectional study was conducted among 378 students from six faculties at AlNeelain University: Nursing, Physiotherapy, Insurance, Law, Engineering, and Statistics. Data were collected using a researcher-developed questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS) version 16. Results were presented in tables and figures.

Results:

The majority of participants (97.3%) were aged 22–25 years. Electronic examinations were reported as more stressful by 59.3% of students, while 60% perceived paper-based examinations as more difficult. High satisfaction with electronic examinations as a true reflection of academic performance was reported by 44% of students, whereas 43.1% were satisfied with the time allocated for electronic examinations. Additionally, 59.1% felt that examination formats were not well aligned with their academic specialties, and 48.9% expressed dissatisfaction with the influence of socioeconomic factors on electronic examination experiences. No significant association was found between academic specialty and examination preference (paper pen or electronic) (p = 0.800).

Conclusion:

Students showed mixed satisfaction with electronic and paper-based examinations. Enhancing electronic examination systems through appropriate support and training may improve students’ confidence and overall satisfaction.