Attitudes of Student-Teachers with Disabilities toward Switching to E-exams in Teacher Education

Abstract

The introduction of new technological opportunities enables transitions and transformations across all communication sectors. The e-examination system brings innovative evolutionary structures, altering mindfulness, increasing accessibility, and improving effectiveness in the assessment process. It aims to explore the perceptions of student-teachers with disabilities regarding the implementation of e-exams during the pandemic. A descriptive research method with a quantitative approach was used to determine the perceptions of student-teachers with disabilities regarding the implementation of e-exams. An e-examination questionnaire was developed, with an acceptable Cronbach’s Alpha reliability value of 0.706 and face and content validity established by a field expert. One hundred thirty-two student-teachers with disabilities were selected randomly. An exploratory factor analysis was conducted to investigate the factors related to student-teachers with disabilities’ perceptions of e-exams. The “Kaiser-Meyer-Olkin Test,” “Bartlett’s Test of Sphericity,” and “Index of Determinant” were tested at the desired level. The study explored and reconfirmed (using Chi-squared, RMSEA, GFI, CFI, and IFI, with good fitness results indicating fair outcomes) that the factors related to student-teachers with disabilities’ perceptions of e-exams involve both “negative personal attitude” and “positive personal attitude”. These two factors explained 51.24% of the variance, with “negative personal attitude” being the primary barrier to using online exams compared to “positive personal attitude” for studentteachers with disabilities.