




































American International Journal of Social Science Research 

Vol. 6, No. 1; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

 

41 

A COMPARATIVE STUDY ON STUDENTS’ LEVEL OF 

ACCEPTANCE AND PREFERENCE OF CONVENTIONAL AND 

VIRTUAL MODE AT “GAUSUL AZAM MAIZBHANDERI 

MEDHA-BRITTHI (SCHOLARSHIP EXAM) PROGRAM IN 

FATIKCHARI, BANGLADESH 
 

 

Md. Rabiul Hossen 

Lecturer 
Department of English 

Nanupur Laila Kabir University College, Bangladesh 

Associate Member 

Darul Irfan Research Institute (DIRI), Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

Shahjada  Syed Irfanul Hoque 

Managing Trustee 

Darul Irfan Research Institute (DIRI), Bangladesh 

Nayeb Sajjadah Nasheen 

Maizbhandar Darbar sharif, Fatikchari, Chittagong, Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

Prof. Dr Asif Mahbub Karim 

FCGIA, Dean 
Binary Post Graduate School 

Binary University of Management and Entrepreneurship, Malaysia 

E-mail: drasifmkarim@gmail.com 

 

Dina Arjumand 

Student 

Department of “Urban & Regional Planning” 

Chittagong University of Engineering & Technology 

Associate Member 

Darul Irfan Research Institute (DIRI), Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

 

ABSTRACT 
The students associated with the educational sector are facing a restructuring educational 

system for being pushed out of school by the elongated countrywide new-normal situation during 

COVID-19. In this pandemic situation, the virtual mode is welcome in the absence of a face-to-

face conventional mode of examination. So, participants' satisfaction, acceptance, and 

preference of exam mode need to be focused on. This paper addresses the determinants of 

mailto:tasauf.darulirfan@gmail.com
mailto:tasauf.darulirfan@gmail.com
mailto:tasauf.darulirfan@gmail.com


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42 

satisfaction, acceptance, and preference among the students of the Medha-Britthi examination. 

Data has been collected through a Telephone questionnaire survey from the participants of the 

school level of Bangladesh at the Maizbhanderi Medha-Britthi (scholarship) examination. The 

data has been analyzed using SPSS according to their responses on their satisfaction, 

acceptance & preference of examination mode for the future. The result shows that according to 

their level of satisfaction, examinee communication, time & cost-effectiveness, and ICT 

effectiveness, most of the students have preferred the online examination mode for the future. 

Few students have preferred conventional methods for a lack of digital devices, ICT efficacy, or 

lack of interest. This study also will take appropriate measures to overcome the barriers faced by 

the participants so that the preferable mode can be continued in the future. 

 

Keywords: Level of Acceptance and Preference, Medha-Britti Scholarship Program, 

Conventional Mode, Virtual Mode, Digital Device. 

 

INTRODUCTION 

With an event like the COVID-19 crossing borders in an increasingly mobile world, the efforts in 

education may be challenged in other ways (Masuhay, 2020).The use of online learning attracted 

the attention of all educational contexts, particularly when the government of all countries closed 

schools and universities due to COVID-19 (Himat, 2021).In this situation, students have to 

depend on the online method to perform their examinations including non-formal examinations. 

As online exams become an important assessment method in online learning, it is essential to 

analyze learners' perceptions (Adanir et al., 2020)It is emergent to focus on the preference of 

participants on examination methods according to their level of satisfaction and interest. 

Students' interests and engagement are not the same in both physical and virtual modes of co-

curricular activities such as exam participation. These depend on many socio-economic and 

demographic factors as well as efficacy and perceived usefulness. Online courses make possible 

new forms of working and learning together that would be difficult or impossible to use in the 

classroom-based course (Shen et al., 2004). The virtual method can ensure the participation of 

students from the whole country because students can perform the examination staying at home.  

Students who have a proper internet connection and required digital devices feel comfortable, 

interested, and attracted. Bangladesh is one of the low-mid income bracketed countries of the 

world where meeting up of basic needs for the mass people is still the major challenge. So it has 

been very challenging for some students in rural areas of Bangladesh as a developing country to 

get internet facilitates for their financial status. 

They are facing a lack of electronic devices such as smartphones, laptops, and required an 

internet connection to perform the online examination. That's why they are lagging behind the 

examination which they used to perform regularly before the new-normal situation. But if the 

required internet facilities and the digital device can be ensured for those students, then it will be 

possible for those students to continue with the online process. The preferred exam mode should 

be continued in the future. Students' level of satisfaction and acceptance in the online 

examination and conventional examination can clear about the preference of the method. Based 

on their satisfaction and acceptance, one of the two methods should be chosen to be continued 

for the future. 

The objectives of the paper are: 

 To make a comparative study on the conventional and virtual process of examination 

according to participants' satisfaction and acceptance. 



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43 

 To analyze comparatively the preferable mode of exams of participants‟ interest, 

comfort, convenience. 

 To take appropriate measures to overcome the barriers faced by the participants so 

that the preferable mode can be continued in the future. 

This paper will be beneficial for finding out an examination mode for the future according to 

participants‟ level of satisfaction and acceptance. The study will help find out the barriers of 

participants while applying virtual mode. It will also be beneficial for taking measures to 

overcome the problems faced by participants and to continue with the virtual mode in the future. 

 

Problem Statement 

Gaushul Azam Maizbhandari Medha Britti (Non-formal Scholarship Exam)  organized by 

“Maizbhandari Foundation” which is situated in Fatikchari, Chittagong, Bangladesh. 

Maizbhandari Foundation has successfully arranged its scholarship exam since 2013 through the 

conventional method by using written mode .In the conventional method, the number of 

participants was about one thousand where all of the participants used to attend paper mode 

exams which remark as the face-to-face way or physical way. This year, the world is facing a 

pandemic with a new normal situation. Corona Pandemic attacked Bangladesh on 08th March 

2020 (Sarker, 2020). According to this situation, Maizbhandari Foundation also has taken a step 

for scholarship exams through virtual mode. So it developed a new model for its regular exam by 

using an electronic paper mode exam through a multiple choice question system . 

 

Research Questions 

 Which mode of examination is more satisfactory according to participants‟ comfort, 

easiness & interest? 

 Which mode is less-expensive and less-time consuming for the students? 

 Can Virtual mode make the interest of using digital technology or encourage students to 

their study? 

 Which mode is easier for the students to communicate with the examiner or follow their 

instructions? 

 Which method is preferable for the future according to participants‟ opinions? 

 Is there any positive correlation of the level of preference for the future with other 

variables? 

 

LITERATURE REVIEW 

E-Examination 

Electronic Based Examination or E-Exam has become very useful, convenient, and popular by 

the proper implication of ICT (Information & Communication Technology). As a form of 

assessment, evaluation, and feedback, online exams play an important role in online learning 

(Adanir et al., 2020). Online exams bring advantages such as test security, safe data storage, 

immediate exam results, cost-effectiveness, saving paper and time, and automated record-

keeping for learners, instructors, and institutions (Ilgaz & Afacan Adanır, 2020) 

 

Level of Satisfaction and Preference of Examination Mode 

Learners' opinions are very important in the decision-making process before initiating online 

exams (Ilgaz & Afacan Adanır, 2020). Evaluating the level of acceptance in online examination 



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44 

compared to conventional method is important in this new-normal situation during the era of 

ICT.  

According to another paper, the survey From the study of Nardi and Ranieri (2019), most 

of the students have given positive feedback to the computer-based exam (E-exam) compared to 

the paper-based exam while only around 4 % have a bad experience.In this study, it has been 

found that 76.34% of participants declared their preference for Computer Based Test (E-exam) in 

all final examinations, while 23.65% want to keep Paper Based Test. 

According to the research of Candrlic, Katic, and Dlab (2014), 1231 paper-based and 

online tests were conducted to compare the preference of students in the paper-based exam and 

online exam. According to the comments of the students, most of them prefer the keyboard 

rather than a pencil so they would rather take online tests rather than paper-based tests. 

From the study of Shen et al., (2004), about 58% of participants recommend using the online 

exam for the future, 30 % of students are neutral and the rest of them recommend the traditional 

one based on their level of perception, acceptance, and satisfaction.  

 

ICT Efficacy 

The impact of the Internet on education is an important issue that has caught educators‟ attention 

in recent years (Abubakar, 2019). The ICT provides a great development opportunity by 

contributing to information dissemination, providing an array of communication capabilities, 

increasing access to technology and knowledge among others (Darma et al., 2018). 

 

METHODOLOGY 

Participants: The participants are both male and female who are the regular students of our 

medha-britti scholarship program of school level who aged from 10 to 16. 

 

Table 1. Participants according to Gender and Age 

 

Sampling Procedure:  By using the "Sample size calculator", we have got the sample size for 

the paper is 278 based on our population size 1000 with the confidence level of 95%. 

 

Data Collection: Data has been collected from the regular participants who have experiences of 

both examination modes. A telephone questionnaire survey was conducted using 5 points Likert 

scale data as 5-strongly agree to 1-strongly disagree. The sample size was 278 as the population 

size is 1000. 

 

The Procedure of Data Analysis: Data has been analyzed using SPSS (Statistical Package for 

the Social Sciences) according to participant‟s responses about the statements in the 

questionnaire. Students' perception has been shown by using charts and relevant tables using 

Microsoft Excel 2019. And charts about correlation have made using SPSS. Cronbach alpha has 

done for checking the reliability among the statements in the questionnaire. Spearman rank 

 

Gender 

Age in year Total participants 

10-11 12-13 14-15 16-17 F (%) 

Male 29 39 42 34 144 51.7% 

Female 32 38 31 33 134 48.20% 

Total 61 77 73 67 278 100% 



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45 

correlation has been conducted for checking the correlation of students‟ preference for exam 

mode with other variables that are related to their experience while conducting the examination. 

 

The scale of the Questionnaire: The questionnaire was designed by following a 5-point Likert 

scale to know the opinion about their perception of virtual mode compared to the conventional 

examination system. 

 

RESULTS 

Reliability Test 

Cronbach alpha method has been used for checking the reliability among the statements in the 

questionnaire which is a measure of internal consistency. The co-efficient value of Cronbach 

alpha has been found 0.91 which is considered very strong reliability among the statements in the 

questionnaire. 

 

Participants’ Perception of Examination Modes: For evaluating their opinion, the responses 

of the participants are analyzed by determining some variables like their level of satisfaction and 

acceptance, easiness of examinee communication, saving of time and money, and perceived 

usefulness of virtual examination compared to conventional examination. 

 

Table 2.  Percentage of participants‟ response about their perception of examination modes 

 

1 2 3 4 5 

Strongly 

disagree 

Disagree Neutral Agree Strongly agree 

Variables Statement 5 4 3 2 1 

Agree Neutral Disagree 

 

 

 

 

Level of 

satisfaction & 

acceptance 

The virtual model is more comfortable 

than the conventional model. 

78 % 8.9 % 12.94 % 

The virtual model is easier than the 

conventional for me. 

77.33 

% 

9.72% 12.94% 

I was able to give full concentration more 

easily in the virtual mode than the 

conventional model. 

74.4% 10.4% 15.1% 

I felt more interested in the virtual model 

rather than the conventional model. 

76.2% 8.9% 14.7% 

The virtual mode seems less-tiring 

compared to the conventional model to 

me. 

78.7% 8.9% 12.23% 

 

Students' 

communicatio

n with the 

examinee 

Instructions of the examination were more 

easy & clear in virtual mode compared to 

conventional mode. 

80.21% 11.5% 8.27% 

Examiner was more helpful and co-

operative with me in the virtual mode 

compared to the conventional model. 

80.21% 11.5% 8.27% 

 Virtual mode is less expansive and saves 88.12% 8.9% 2.87% 



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46 

0% 20% 40% 60% 80% 100%

Level of satisfaction 

Easiness of examinee 

communication 

Time & money 

saving 

Perceived usefulness

76.6

80.1

88.1

78.41

10.1

7.6

5.8

7.5

13.3

14.3

6.1

14.1

Participants' opinions about Virtual mode compared to Conventional 

mode 

Agree Neutral Disagree

 

Table 1 shows that the highest number of students is highly satisfied with the online 

examination and for having more comfort, easiness, interest in online examination compared to 

the conventional method. According to the response of the students, they have found a better 

communication and helpful response from the examinee in the online examination compared to 

conventional examination.  In the same way, the examinee can provide sufficient information 

easily to the students in the virtual examination method. Most of the students as mentioned 

before think that online examination is less-expensive & less-time consuming. Because they can 

consume travel time and money by conducting the examination staying at home with relax mode. 

According to their opinion, the virtual model of examination can encourage them to use the ICT/ 

digital technology which is very important for the new era of technology. 

 

Figure1. Participants‟ overall opinion about virtual mode compared to conventional exam mode 

 

This figure is presenting the mean of variables on overall responses about virtual mode 

compared to conventional mode. About 76.6 % of the participants are more satisfied in virtual 

mode, 80.1 % students think that they can make better communication while conduction online 

examination, 88.1 % students can easily save their travel cost and time conduction online 

examination instead of conventional examination mode and 78.41 % students get perceived 

usefulness in the online examination.  

 

 

 

Time & cost 

effectiveness 

travel costs. 

Virtual mode is less time consuming 

compared to conventional mode 

89.92% 3.59% 6.47% 

 

Perceived 

usefulness 

Virtual mode encourages you to use 

ICT/Digital Technology for your study. 

78% 8.27% 13.67% 

The virtual model has increased the 

eagerness for regular examination. 

79.8 % 12.2% 7.91% 



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Level of Preference according To Participant’s Responses 
Level of preference means the overall opinion of the participants about the choice of examination 

mode for the future. According to the level of satisfaction, acceptance, examinee communication, 

time & cost-saving, and ICT effectiveness, the students can prefer the examination mode for 

future examination. 

 

Table 3. Level of preference of examination mode for the future 

 

In light of the opinion of the students, it has been found that about 77 % of the students 

prefer Virtual mode, 14%   conventional mode &9% students said that they can prefer any of the 

two methods. So most of the students prefer online examinations for the future.  

 

Spearman Rank Correlation 
Spearman rank correlation has been done for justifying the co-relation of the level of preference 

with participants' level of satisfaction, easiness of examinee communication, time and money-

saving and perceived usefulness. 

 

         Table 4. correlation between exam mode preference with the satisfaction level 

 

Spearman’s rho correlation 

 

Preference of 

exam mode 

Level of satisfaction& 

acceptance 

Preference of exam 

mode 

Correlation coefficient 1 .770** 

Sig. (2-tailed) . 0 

N 278 278 

Level of satisfaction 

& acceptance 

Correlation coefficient .770** 1 

Sig. (2-tailed) 0 . 

N 278 278 

 

From table 4, the preference of exam mode is strongly and positively correlated with the 

level of satisfaction and acceptance and the value of r is 0.770. 

 

       Table 5. correlation between exam mode preference with easiness of communication 

 

Spearman’s rho correlation 

 

Preference of 

exam mode 

Easiness of 

communication with 

examinee  

Preference of exam Correlation coefficient 1 .805** 

Variable Statement 

 

Responses Preference 

of Exam 

mode Scale F (%) 

 

Level of 

preference 

 

I prefer virtual 

mode compared to 

conventional mode 

5 Agree 215 77.34 

 

Virtual mode 

4 

3 Neutral 24 8.64 Neutral 

2 Disagree 

 

39 

 

14.02 Conventional 

mode 1 



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mode Sig. (2-tailed) . 0 

N 278 278 

Easiness of 

communication 

with examinee  

Correlation coefficient .805** 1 

Sig. (2-tailed) 0 . 

N 278 278 

 

From table 5, the preference of exam mode is strongly and positively correlated with the 

Easiness of examinee communication and the value of r is 0.805.  

 

         Table 6. Correlation between exam mode preferences with Time & Cost saving 

 

Spearman’s rho correlation 

 

Preference of 

exam mode 

Time & Cost 

saving 

Preference of exam 

mode 

Correlation coefficient 1 .839** 

Sig. (2-tailed) . 0 

N 278 278 

Time & Cost saving  Correlation coefficient .839** 1 

Sig. (2-tailed) 0 . 

N 278 278 

 

From table 6, the preference of exam mode is strongly and positively correlated with the 

savings of time and money and the value of r is 0.839. 

 

         Table 7. Correlation between exam mode preference with  perceived usefulness 

 

Spearman’s rho correlation 

 

Preference of 

exam mode 

Perceived 

usefulness 

Preference of exam 

mode 

Correlation coefficient 1 .786** 

Sig. (2-tailed) . 0 

N 278 278 

Perceived 

usefulness 

Correlation coefficient .786** 1 

Sig. (2-tailed) 0 . 

N 278 278 

 

From table 7, the correlation between exam mode preference and perceived usefulness is 

strongly positively correlated and the value of r is 0.786. 

 

DISCUSSION 
Last, of all, we can say, according to participants‟ level of satisfaction and acceptance, easiness 

of communication of participants „with the examiner, saving of time and money, and having 

perceived usefulness, most of the students have preferred virtual mode compared to the 

conventional mode for the future. From Spearman rank correlation, it has been found that the 

level of preference for the future exam has a strong and positive correlation with the variables. If 

the student can prefer virtual mode for the future, a decision can be taken for arranging the 

examination in e-platform in the future.  



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49 

Bangladesh is one of the low-mid income bracketed countries of the world where meeting up of 

basic needs for the mass people is still the major challenge. 

Less number of participants doesn‟t prefer online exams for having a lack of ICT efficacy or 

financial problems. Following measures should be taken for them so that the most preferable 

mode can be continued for the future. 

 The Students Who Have Poor ICT Knowledge Should Be Trained By Providing Soft 

Material Like A Tutorial, Online Training For Making Them Able To Conduct Virtual 

Examination System.  

 And Those Who Have Financial Problems Should Be Provided Some Soft Loan To Buy 

The Digital Device. 

 Awareness About Digital Technology And E-Platform Examination Should Be Increased 

Among The Students And Their Parents Also. 

Then all the students will be able to conduct the online examination perfectly and 

conveniently. Because in the new-norm situation, e-platform is the best and only way to conduct 

the regular examination perfectly.   

While conducting the research work, some limitations have been found in the survey. 

Though it was a telephone questionnaire survey, some students of the whole population didn't 

pick up the phone; some has cut the call which was a waste of time & energy. That's why we had 

called the participants which were more than our sample size for getting responses according to 

our exact sample size. 

 

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Adanir, G. A., Ismailova, R., Omuraliev, A., & Muhametjanova, G. (2020). Learners‟ 

perceptions of online exams: A comparative study in Turkey and Kyrgyzstan. International 

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https://doi.org/10.1109/MIPRO.2014.6859649 

 

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FROM ONLINE LEARNING DURING COVID-19 AT KANDAHAR UNIVERSITY, 

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Ilgaz, H., & Afacan Adanır, G. (2020). Providing online exams for online learners: Does it really 

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APPENDICES 

Appendix A: Questionnaire of Telephone Survey 

Authors have designed a questionnaire for telephone using five variables named Level of 

satisfaction and acceptance, students' communication with the examiner, time and cost-

effectiveness, perceived usefulness, and level of preference of exam mode. Under each variable, 

they asked the following statements. The questionnaire followed 5 points Likert scale from 

strongly agreed to strongly disagree with the statements. 

 

 

Variables 

 

 

 

Statements 

Responses of 

participants 

1 2 3 4 5 

 

 

 

Level of 

satisfaction & 

acceptance 

The virtual model is more comfortable than the 

conventional model. 

     

The virtual model is easier than the conventional 

for me. 

     

I was able to give full concentration more easily 

in the virtual mode than the conventional model. 

     

I felt more interested in the virtual model rather 

than the conventional model. 

     

The virtual mode seems less-tiring compared to 

the conventional model to me. 

     



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51 

Students' 

communication 

with the 

examiners 

Instructions of the examination were more easy 

& clear in virtual mode compared to 

conventional mode. 

     

Examiner was more helpful and co-operative 

with me in the virtual mode compared to the 

conventional model. 

     

Time & cost 

effectiveness 

Virtual mode is less expansive and saves travel 

costs. 

     

Virtual mode is less time consuming compared 

to conventional mode 

     

Perceived 

usefulness 

Virtual mode encourages you to use ICT/Digital 

Technology for your study. 

     

The virtual model has increased the eagerness 

for regular examination. 

     

Level of 

preference 

I prefer virtual mode compared to conventional 

mode 

 

     

 

 

Copyrights 

Copyright for this article is retained by the author(s), with first publication rights granted to the 

journal. This is an open-access article distributed under the terms and conditions of the Creative 

Commons Attribution license (http://creativecommons.org/licenses/by/4.0/) 


