Undergraduate Students’ Perception of Exit Examination at Haramaya University

Abstract

The study aimed to investigate students' perceptions of undergraduate programs in relation to exit examinations, employing a mixed  research design. A total of 145 students participated in the study. Deans, Department Heads, and College Quality Assurance Coordinators  were selected based on availability and purposive sampling methods. The study focused on three colleges each with four  years program durations, including Colleges of Social Sciences and Humanities (CSSH), Business and Economics (CBE), and Natural and  Computational Sciences (CNCS). Two departments were randomly selected from each college, ensuring equal representation. Survey data  was analyzed using mean, stepwise regression, and one-way ANOVA, while interview data was directly cited from respondents. Results of the study revealed that students' perceptions on exit exams varied across colleges, with CBE students demonstrating a more  positive perception compared to CSSH and CNCS. Stepwise regression analysis identified significant predictor variables, including anxiety, stress, risk of exclusion, and resource scarcity, all of which influenced students' perceptions of exit examinations. Overall, the study found  that students generally held negative perceptions of exit exams. It was evident that factors such as anxiety, stress, unknown contents of the exam, risk of exclusion, and resource constraints contributed to the undesirable perceptions. A collaborative approach  involving various stakeholders, including Ministry of Education (MoE), educational institutions and departments is necessary to reduce  excessive stress and anxiety levels, emphasize the importance of exit examinations, address resource deficiencies, and undertake a  nationwide study. MoE need to formulate a well-defined policy concerning students who do not successfully pass their exit exams.