Students endure anxiety on F2F exams amidst online learning, experts say
By Patricia Lumenario
Due to the gradual return of in-person classes as the COVID-19 pandemic continues to ease, face-to-face exams are already being observed in some programs at various colleges within the University.
Recently, the Commission on Higher Education (CHED) ordered higher education institutions (HEIs) to conduct either full face-to-face classes or hybrid learning for the upcoming second semester.
For experts, conducting in-person examinations may affect the exam results of students after having their lectures and discussions online.
Asst. Prof. John Christian C. Valeroso, the Secondary Education Chairman, told TomasinoWeb that online classes can have an effect on the results of the exams and that there are additional burdens that students have during face-to-face exams that may affect them.
“The concern before…[was only] the internet connection. But now, students should also consider the hassle of commuting and the money needed for their food, dormitories, and other related expenses,” he said. (Related: U-Belt students express concern due to commuting woes in full F2F reopening.)
On the other hand, Therese Pellejo, a psychologist, and a former instructor from the Department of Psychology, said that there might also be a problem with the overwhelming information that students absorb during discussions and how they panic during on-site exams as they try to remember it.
“When they conducted the exams face-to-face, students [were] thrust into the traditional environment wherein they rely on their own thought processes. This has revealed the severity of how much they actually haven’t absorbed the discussion as much as they thought they did,” she told TomasinoWeb.
Pellejo also emphasized that information overload from the internet is overwhelming and it can be further worsened by lectures that are also done online.
“It becomes easy to understand why [a] majority of the student’s brain just shuts down and goes on “autopilot” instead of having that mindful and intentional focus they can get when doing their classes in the face-to-face setup,” she added.
Meanwhile, Department of Psychology instructor Kiana De Castro said that the bulk reviewing and memorizing without assistance “significantly impaired” students’ test-taking skills.
“At the same time, having a differential testing environment created an effect on the students, such as the pressure of a proctor, being seated for hours in an actual classroom, and others,” told De Castro.
Going back on track
To resolve the gaps in learning experiences during online classes, education experts said that on-site learning should be maximized.
Valeroso still believed that students can soon adapt to these changes and that the University would provide interventions to mediate the gaps that students experience.
“It could be not easy and challenging for now, but soon I know everyone can fit into this new setup of the learning process. I know (for sure) that the university will address the gaps experienced by the students. Other countries are doing this process,” he said.
Pellejo then suggested that if there is a need to integrate online classes, blended learning could mitigate “culture shock” for major examinations.
“If we are to move forward na kailangan na talaga i-integrate ang online classes, the least we could do is make it blended..para ‘di din ma culture shock ang students when the time comes for their major examinations,” she said.
As of writing, the University recently announced that it is yet to implement a 50–50 in-person and online class and would instead adopt the “best combination” for classes.
