International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
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 Volume 10, Issue 12 (December 2023), Pages: 184-192

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 Original Research Paper

Emotional impact of online assessment strategies in engineering mathematics during COVID-19 confinement: A study in Mexico City

 Author(s): 

 Elena Fabiola Ruiz-Ledesma *, Lorena Chavarría-Báez, Juan Jesús Gutiérrez-García

 Affiliation(s):

 Instituto Politécnico Nacional Escuela Superior de Cómputo, Mexico City, Mexico

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-1513-8243

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2023.12.020

 Abstract

This study looks into how online testing methods in engineering math classes at a university in Mexico City affected students' emotions during the lockdown caused by the COVID-19 pandemic. It seeks to understand which specific testing techniques increased feelings of frustration, anger, anxiety, sadness, shame, and boredom among students. The research used a quantitative approach, focusing on describing and predicting outcomes, and gathered data from 324 university students chosen randomly. It examined which testing methods were most linked to negative feelings using correlation analysis and built models using ordinary least squares. The findings showed that traditional paper exams and the requirement to keep cameras on during video calls were the biggest sources of negative emotions. On the other hand, interactive methods like chat and forum participation, as well as making information organizers, had little to no emotional impact. The research also found that project-based assessments were emotionally neutral for students. When comparing these results with other studies, there's agreement that written and oral exams cause more stress in online settings. The study suggests using a variety of testing methods to avoid depending too much on any one way of assessing students and recommends making exams count for less. These suggestions aim to help improve the educational experience for students in similar situations.

 © 2023 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Online assessment methods, Emotional impact, Engineering mathematics, COVID-19 confinement, Quantitative methodology

 Article history

 Received 31 July 2023, Received in revised form 2 December 2023, Accepted 7 December 2023

 Acknowledgment 

The authors would like to thank the Instituto Politécnico Nacional for their support of this research. The authors gratefully acknowledge the support provided by the Secretaría de Investigación y Posgrado (SIP-IPN). This paper is derived from research project 20230735. Thanks also to EDI and COFAA.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Ruiz-Ledesma EF, Chavarría-Báez L, and Gutiérrez-García JJ (2023). Emotional impact of online assessment strategies in engineering mathematics during COVID-19 confinement: A study in Mexico City. International Journal of Advanced and Applied Sciences, 10(12): 184-192

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 Figures

 Fig. 1 Fig. 2 Fig. 3 Fig. 4 

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5

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