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The Degree of Availability of Skills Needed to Build and Employ 

Electronic Exams for Faculty Members at the University of Jeddah 

in Light of the Global Trend in E-Learning 

 
Ali bin Muhammad, Al-Kalthmi Al-Shehri, Majed Abdallah Al Harthi 

Associate Professor, Department of Educational Technologies, College of Education University 

of Jeddah, Saudi. 

Arabia.alshehri1@uj.edu.sa 

 

Accepted: 

Jan 11th 2021 

Reviewed:  

March 13th 2021 

Published:  

May 30th 2021 

 

Abstract : This study aims at identifying the degree of availability of skills needed to build and 

employ electronic exams for faculty members at the University of Jeddah in light of the global 

trend in e-learning. The study used the descriptive and analytical approach and used a scale 

applied to a sample of (297) faculty members from the University of Jeddah in the Kingdom of 

Saudi Arabia. The results of the study concluded that the skills needed to build electronic exams 

for faculty members had a high degree, with a mean score of (3.45) and a standard deviation of 

(0.444). The results revealed that the necessary skills to employ electronic exams had a high 

degree of response, with a mean score of (3.45) and a standard deviation of (0.789). The study 

recommends conducting training courses for faculty members at the University of Jeddah on 

building electronic exams and attracting experts to train faculty members on the methods of 

employing electronic exams. 

Keywords: Electronic exams, e-learning, global trend, University of Jeddah. 

 

INTRODUCTION  

The need for the development of learning methods and the use of technology has 

emerged as a necessity because of the rapid developments occurring in the different fields in the 

world today, which led to the emergence of the so-called e-learning. Dhawan1  pointed out that 

e-learning “is students’ learning through electronic means such as the Internet, local networks, 

data projectors, PowerPoint, and CDs ”. Among the most prominent innovations of e-learning 

are electronic exams, which are “one of the sub-processes in the overall teaching and learning 

process, in which the learner’s performance is determined by evaluating the knowledge or skills 

that the learners have gained after a period of a specific program of online education”2. 

 
1 Dhawan, Shivangi. "Online learning: A panacea in the time of COVID-19 crisis." Journal of Educational 

Technology Systems 49, no. 1 (2020): 5-22 . 
2  Moawad, G. S. I.. The effectiveness of a flipped learning strategy with an adaptive environment in 

developing the skills of electronic examination design and achievement motivation among faculty members. Journal 

of the College of Education, 2020, 20(1), 584-475 . 

mailto:Arabia.alshehri1@uj.edu.sa


 
 

 
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The technology of building and producing electronic exams has allowed test designers 

several alternative designs, including true and false, multiple-choice, pairing, essay questions, and 

the inclusion of text, pictures, or video, with answers to questions whether they are visible 

according to a specific system or randomly. In this way, the same exam is presented in more than 

one form with the possibility of random ordering of questions 3. 

The University of Jeddah uses the blackboard system, which is an MIS that provides 

electronic self-services in a specific unified system on the internet, allowing users to use the 

services in a friendly user environment. The system allows faculty members to build exams and 

employ them for the materials for their courses. The university report, “The E-Learning Center 

Report on the Progress of the E-Learning Process at the University of Jeddah,” indicates the 

availability of more than 225 hours of support for the face-to-face and remote exams for more 

than 71,400 exams 4 . This requires effort, knowledge, and skills on the part of the faculty 

members. 

Because of the global trend to use e-learning, especially in light of the current global 

conditions represented by the emergence of the Corona pandemic, most universities sought to 

enhance the capabilities of faculty members and workers to cope with these developments. In 

the field of electronic exams, the faculty member should possess the skill of diagnosing and 

evaluating the student’s level of knowledge, mental, and practical aspects. This is necessary for 

employing electronic exams. Abu Bakr and Adebayo 5 emphasized that electronic exams are used 

to assess abilities and levels of cognitive and knowledge performance using electronic test 

software, as well as performance and practical levels using simulation software. 

Several previous studies have indicated the importance of possessing several skills related to 

electronic exams.  Khadka, Rokaya, Roka, & Bhatta 6, indicated a lack of training and skills 

needed to use technology among university instructors and students alike. 

The faculty member’s competencies in the electronic environment include several 

important skills. The educational skills include experience in the subject matter, training, and 

evaluation. social skills include interpersonal skills, communication, and facilitation skills. 

Administrative skills include leadership and management skills. Technical skills include 

technological knowledge and professional skills that are related to planning, analysis, design, 

development, application, management, communication, interaction, teaching, learning, 

management, and use of technology. The competencies should include also knowledge of 

 
3 Suleiman, S. A. and Suleiman, M. A. The effectiveness of using the educational platform Moodle in 

developing the skills of designing electronic tests among faculty members at Dhofar University. Journal of 

Educational and Psychological Research, 2020, 17(66), 315-288. 
4 Jeddah University. Report of the E-Learning Center on the progress of the e-learning process at the 

University of Jeddah, for the first semester of the academic year 2020. E-learning and distance education center. 
Retrieved on 8/25/2020, available at https://we.uj.edu.sa/Default.aspx?Site_ID=55660&Lng=AR#themeum-
topstories 

5 Abubakar, A. S., & Adebayo, F. O.. Using computer-based test method for the conduct of examination in 

Nigeria: Prospects, challenges, and strategies. Mediterranean Journal of Social Sciences, 2014, 5(2), 47-55 . 
6 Khadka, B. K., Rokaya, B. B., Roka, J., & Bhatta, P. D.. Perceptions, Issues, and Challenges towards Online 

and Alternative Examinations System: A Case of Mid-Western University. International Journal of Innovative 

Science and Research Technology, 2020, 5(11), 105-114 . 



 
 

 
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pedagogical methods, such as motivation, presentation, questioning, clarification, correction, 

retention, environmental management, and appropriate use of technology7. 

Despite the trend towards using electronic exams, several challenges are present in the 

lack of orientation and skills of faculty members in building and employing electronic exams. 

Since Jeddah University uses one of the electronic systems for e-learning and electronic 

examination, there is an urgent need to measure the extent of faculty members’ knowledge of 

this system and the availability of the skills necessary to build and employ electronic exams. Also, 

many challenges face faculty members in developing skills for building electronic exams, 

including the lack of a computer lab, which led to the reluctance in applying electronic exams. 

Faculty members lack knowledge in computer skills, which is a reason for not applying the 

electronic test system and electronic exams and add to the difficulty of developing essay 

questions and designing electronic exams. This phenomenon exists in other universities as well. 

Mouawad (2020) indicated the deficiency of electronic test design skills and the low skill level of 

electronic test design skills among faculty members at Prince Sattam bin Abdulaziz University. 

Therefore, this study attempted to address measuring the level of skills needed to build and 

employ electronic exams among faculty members at the University of Jeddah. 

The study attempted to answer the following two main questions:  What are the skills 

needed to build electronic exams for faculty members at the University of Jeddah in light of the 

global trend towards e-learning?  And what are the skills needed to employ electronic exams for 

faculty members at the University of Jeddah in light of the global trend towards e-learning?  

The research objectives are the following: Identifying the skills needed to build electronic 

exams for faculty members at the University of Jeddah in light of the global trend for employing 

e-learning, and  Identifying the skills needed to employ electronic exams for faculty members at 

the University of Jeddah in light of the global trend for employing e-learning.  

Significance of the study  

The significance of this study is divided into theoretical and practical significance. The 

theoretical significance is based on addressing electronic examination as an important tool in 

education in light of the trend towards e-learning. This study could be a starting point for other 

researchers to reveal more skills needed to build and employ electronic tests. The practical 

significance comes from the nature of the study as field research that deals with the skills 

necessary to build and employ electronic exams for faculty members at the University of Jeddah 

in light of the global trend to employ e-learning. It is hoped that the results and 

recommendations of the current research will be used in conducting training courses to develop 

the skills of building and employing electronic exams for faculty members in Saudi universities. 

The Delimitations of the study  are Thematic limitations: the study is limited to 

addressing the skills needed to build and employ electronic exams for faculty members at the 

University of Jeddah in light of the global trend to employ e-learning. Spatial limitations: The 

current study was applied at the University of Jeddah, Saudi Arabia. Human limitations: The 

 
7 Gulbahar, Y., & Kalelioglu, F.. Competencies for e-Instructors: How to qualify and guarantee sustainability. 

Contemporary Educational Technology, 2015, 6(2), 140-154 . 



 
 

 
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study was limited to the faculty members at the University of Jeddah, Saudi Arabia. Time 

limitations: The current study was applied in the first semester of the academic year 2020/2021.  

Electronic exams represent one of the electronic assessment tools that can be used to 

overcome the difficulties that hinder the implementation of traditional paper-based tests. They 

can also be used to provide other channels for measuring students' educational achievement, 

consolidating information, and developing self-learning skills 8. Electronic tests play a prominent 

role in enabling educational institutions to employ electronic technologies in developing their 

educational performance by making use of their tools. Therefore, electronic exams occupy an 

important part in the teaching and learning process and occupy a large amount of time devoted 

to the learning process 9. 

Electronic exams are built and presented through the computer with a high degree of 

accuracy. They save a lot of effort and time and give more stable and objective results to use 

them in determining the appropriate activities and educational levels, as teachers rely on several 

software that helps in building these tests. The technology of building and producing electronic 

exams has allowed test designers different alternative types of questions, including true and false, 

multiple-choice, pairing, essay questions, and the inclusion of text, pictures, or video, with 

answers to questions whether they are visible according to a specific system or random. The 

exams in this way can be used in more than one form with the possibility of random ordering of 

questions 10. 

When building electronic exams, a set of skills must be taken into account when 

designing the types of questions within the exams. The first of these skills in designing and 

building electronic exams and the ability to control the test time. These skills include several 

elements, such as the number and type of questions, the time of presentation of the multimedia, 

the characteristics of the learners, and the skill of securing the test program. They also include 

confirming the identity of the user, as well as the immediate correction of the learners' answers 

and their announcement. The method of correction varies according to the type of test 

questions. Feedback skills are also required, as the evaluation through the computer contributes 

to provide immediate feedback and grants the learner the required number of attempts and 

obtain feedback with each attempt, whether the feedback is directive or non-directive.  

Another important skill is managing the electronic exam: This is done by reviewing the 

electronic exam before sending it to students, sharing the test with others, saving the test results 

in different formats, and uploading the results file for the electronic test to a computer or 

Google Drive”11. 

 

 
8 Muhammad, S. T. H.. The effectiveness of a proposed electronic program in developing the skills of 

preparing electronic tests for teachers of the basic education stage. Journal of Research in the Fields of Specific 

Education, 2017, (5), 229-209 . 
9 Hassan, N. E. M. The effectiveness of flipped learning based on visual notation in developing the skills of 

designing electronic tests among faculty members at Umm Al-Qura University. Arab Studies in Education and 
Psychology, 2015 (61), 176-113 

10 Suleiman, S. A. and Suleiman, M. A.. The effectiveness of using the educational platform Moodle in 
developing the skills of designing electronic tests among faculty members at Dhofar University. Journal of 
Educational and Psychological Research, 2020, 17(66), 315-288. 

11 ibid 



 
 

 
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Skills of employing electronic exams  

Skills for employing electronic exams include different sub-skills. First, skills of 

identifying types of questions. The process of employing electronic exams requires having the 

ability to select the appropriate type of questions that are compatible with the nature of the 

electronic tests. Rytkonen12, emphasized that electronic exams are used to accommodate all types 

of questions, such as multiple-choice questions, essay questions, and questions that help assess 

the level. 

Second, multimedia use skills. Employing electronic exams requires possession of a 

background in multimedia, and using them to suit the nature of the test and the target age group.  

Third, sustainability skills. The process of employing electronic exams requires the ability 

to save time, cost, and materials used in preparing the tests.  

 

Previous studies  

Mouawad 13 investigated the effectiveness of a flipped learning strategy with an adaptive 

environment in developing the skills of designing electronic tests and motivation for 

achievement among faculty members in Prince Sattam Bin Abdulaziz University. The study used 

the descriptive approach and used a notecard, a final product quality assessment card, a measure 

of motivation, a list of electronic exam skills, and a VARC scale for learning styles as instruments 

of the study. The results found the effectiveness of a flipped learning strategy in an adaptive 

environment in developing the skills of designing electronic tests and measuring the achievement 

motivation of faculty members. 

Abu Quros 14  examined the degree of availability of quality standards in designing 

electronic tests for diagnostic exams from the viewpoint of faculty members in Jordanian 

universities. The study sample included (200) faculty members in Jordanian universities, and the 

researcher used the descriptive survey approach and developed a questionnaire as a study 

instrument. The results found that the degree of availability of quality standards in designing 

electronic tests for diagnostic exams is of a high degree from the viewpoint of faculty members 

in Jordanian universities. 

Allam, Jad, and Saleh 15  investigated the availability of criteria for controlling the 

characteristics of questions in electronic tests from the point of view of the faculty members at 

the Faculty of Education in Al-Azhar University. The study used the descriptive approach and 

used a list of quality standards for electronic tests as an instrument of the study. The results 

 
12 Rytkönen, Eelis. "University campuses in spatial transformation: A business model typology of case Aalto 

University." Facilities (2015). 
13  Moawad, G. S. I.. The effectiveness of a flipped learning strategy with an adaptive environment in 

developing the skills of electronic examination design and achievement motivation among faculty members. Journal 
of the College of Education, 2020, 20(1), 584-475. 

14 Abu Quros, J. E. F.. The degree of availability of quality standards in designing electronic tests for 
placement exams from the viewpoint of faculty members in Jordanian universities. (Unpublished Master Thesis), 
Middle East University, Jordan 2019.. 

15 Allam, A. J., Gad, A. D. and Saleh, M. A. M. The skills needed to build electronic exams in light of the 
quality standards of the faculty members and their assistants. Education Technology - Studies and Research, 2017, 
(33), 364-327. 



 
 

 
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revealed the availability of standards for controlling the characteristics of questions in electronic 

tests with a good level from the viewpoint of the study sample. 

Khadka et al 16explored students' and teachers' perceptions of university education in 

Nepal towards the Online and Alternative Examination System (OAES) along with problems 

and challenges. The study used a mixed-method, using an online survey questionnaire and a 

focus group discussion. The main results of the research indicated that students and teachers 

have a positive and satisfactory perception of the used system, and mobile devices and laptops 

are the main devices, like email and messaging are the main application they used. The challenges 

they faced were a lack of electricity, no internet connection, poor connectivity, as well as a lack 

of training and skills to use technology. 

Oluwaseun et al 17 sought to develop a system that would provide a reasonable level of 

safety and reliability in conducting an electronic exam to meet the needs of students in the web-

based testing system. The study relied on the documentary curriculum based on the presentation 

of previous literature dealing with the development of the web-based testing system in 

universities in Nigeria. The study found that there is potential to enhance the web-based test 

application with integrated biometric systems, including fingerprint and face recognition to 

improve the effectiveness and safety of the web-based test application. 

 

METHODS  

The study used the descriptive method, which is defined as a “systematic method for 

studying current facts related to a phenomenon, situation, individuals, or specific events or 

situations, to discover new facts or verify the validity of old facts, their effects, relationships, 

change, and revealing the aspects that govern them" 18. 

 

Sampling  

The study population consisted of all (1521) faculty members at the University of Jeddah 

(the official website of the General Authority for Statistics, 2020). To identify the number of the 

research sample, Richard Geiger's equation was used as follows: 

 

 
 
 
 

 
16 Khadka, B. K., Rokaya, B. B., Roka, J., & Bhatta, P. D.. Perceptions, Issues, and Challenges towards 

Online and Alternative Examinations System: A Case of Mid-Western University. International Journal of 
Innovative Science and Research Technology, 2020,  5(11), 105-114. 

17 Oluwaseun, B. R., Muyiwa, O. L. U. G. B. E. B. I., Olanrewaju, B. A., Omolaran, B. B., & Iyabo, B. S.. 
Design and Implementation of Web-based Examination System for the University. Journal of Computer Science 
and Control Systems, 2016, 9(2), 5-9. 

18 Sultania, B and Gilani, H. Basic approaches to social research. Cairo: Dar Al-Fajr for Publishing and 
Distribution. 2012 

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N: population of the study  

Z:  The standard score corresponding to the significance (.95), which is equal to (1.96).  

D: Error rate  

 

By applying Richard Geiger's equation to the research population, the study sample 

consisted of (307) members of the faculty at the University of Jeddah, and the final sample 

consisted of (297) members, with a rate of (96.74%), after excluding (10) members for their 

incompleteness.  

 

Instrumentation  

The study developed a scale to uncover the necessary skills to build and employ 

electronic exams for faculty members at the University of Jeddah in light of the global trend to 

employ e-learning. 

The scale contained in its final form two main parts: 

- The first part: the skills needed to build electronic exams, and it consisted of paragraphs 1-30.  

- The second part: the skills needed to employ electronic exams, and it consisted of paragraphs 

31-40. 

The five-point Likert scale has been used to correct the search instrument. The answers 

were given corresponding rates as follows:  strongly disagree (1), disagree (2), somehow agree (3) 

agree (4), strongly agree (5). 

 

Validity and reliability of the instrument 

The scale was sent to several specialized professors, to judge the suitability, clarity, and 

relevance of the paragraphs of the scale. 80% of the judges agreed on the suitability of the 

linguistic formulation of the paragraphs. The scale was applied to an exploratory sample of (30) 

faculty members at the University of Jeddah. The scale became in its final form after verifying its 

apparent validity, consisting of (40) paragraphs distributed in two-dimension. 

The validity of the internal consistency was calculated using the Pearson correlation 

coefficient between the degrees of each paragraph and the total score of the scale. The 

correlation coefficients of the paragraphs with the total degree of the first dimension were 

(0.770-0.989 **), and in the second dimension (0.803-0.977 **). All of these rates were 

statistically significant at (0.01). 

The constructive validity of the scale's dimensions was verified by calculating the Pearson 

correlation coefficients between the total score of each dimension and the total score of the 

scale, which was (0.943-0. 993 **), and all of them were statistically significant at (0.01). This 

indicates the availability of a high degree of constructive validity of the scale. 

The coefficient of stability of the Cronbach alpha was calculated for the scales' 

dimensions. The values of the Cronbach's alpha coefficients for the scale were (0.970 -0.996), 

and the value of the overall reliability coefficient of the scale was (0.980). These values of the 

reliability factor indicate the validity of the scale for applicability and the reliability and validity of 

its results. 

 



 
 

 
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Data analysis  

Based on the nature of the research and its objectives, the data were analyzed using the 

Statistical Package for Social Sciences (SPSS) program and the results were extracted according 

to the following statistical methods: frequencies, percentages, mean scores, standard deviations, 

Pearson correlation coefficient, and Cronbach's alpha coefficient. 

 

RESULTS AND DISCUSSION  

Results of the first question  

To answer the first question, the mean scores and standard deviations of the dimensions 

of the first part were calculated. The first part included (5) dimensions, which were arranged in 

descending order according to the mean score of each dimension as shown in the following 

table: 

Table (1): The mean scores and standard deviations of the responses of the sample about the 

skills needed to build electronic exams 
No. Dimension 

Mean 

score 
St. Dev  Order  

Response 

rate  

1 The first dimension: electronic questions 3.45 0.657 3 High 

2 The second dimension: Multimedia 3.48 0.838 2 High 

3 The third dimension: test time skills 3.53 0.921 1 High 

4 
The fourth dimension: test evaluation 

skills 
3.40 1.143 5 High 

5 The fifth dimension: test security skills 3.41 0.961 4 High 

Total score  3.45 0.444 High  

 

Table (1) shows that the general mean score for the first part of the scale, the skills 

needed to build electronic exams had a high response score, with a mean score of (3.45) and a 

standard deviation of (0.444). 

The skills needed to build electronic exams have several dimensions addressed in this study as 

follows: 

The first dimension: electronic questions 

The mean scores and standard deviations of the paragraphs of the first dimension were 

calculated, and then these paragraphs were arranged in descending order according to the mean 

score of each paragraph, as shown in the following table: 

Table (2): The mean scores and standard deviations of the sample' responses to the electronic 

questions 
NO. Paragraph  Mean 

score 
St. 

Dev Order  Response 

rate 
1 The faculty member's ability to formulate 

essay questions. 3.55 1.153 2 High 

2 Faculty member's ability to formulate 

multiple-choice questions. 3.31 1.340 9 Medium 



 
 

 
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3 The faculty member's ability to formulate 

true and false questions 3.45 1.268 5 High 

4 
The ability of the faculty member to 

formulate ordering questions (phrases, 

words, concepts, historical events...etc.). 
3.56 1.243 1 High 

5 The faculty member's ability to formulate 

the completion questions with words. 3.43 1.336 6 High 

6 The ability of the faculty member to create 

file insertion questions. 3.46 1.358 4 High 

7 The faculty member's ability to create 

completion questions with numbers. 3.40 1.327 7 High 

8 
The faculty member's ability to create the 

matching questions (pictures with words, 

concepts with terms, famous people with 

dates) 
3.47 1.297 3 High 

9 
The faculty member's ability to design 

geographic position (hotspot) questions that 

the student clicks on to determine the 

correct answer 
3.37 1.235 8 Medium 

Total  3.45 0.657 High 

Table (2) shows that the overall mean score for the first dimension, electronic questions, 

came with a high response degree, with a mean score of (3.45) and a standard deviation of 

(0.657). This is due to the faculty member’s awareness of the importance of formulating 

questions of all kinds, such as essay questions and ranking questions. This result also indicates 

the faculty member’s ability to design geographic placement questions because of its great role in 

measuring the cognitive levels of the learner. This result partly agrees with Allam, Gad, and Saleh 

(2017), which concluded that the feature for controlling the characteristics of questions is 

available largely on the part of the faculty members. 

 

The second dimension: Multimedia: 

The mean scores and standard deviations of the paragraphs of the second dimension 

were calculated, and then these paragraphs were arranged in descending order according to the 

mean score of each paragraph, as shown in the following table: 

Table (3): The mean scores and standard deviations of the sample' responses to multimedia  
NO. Paragraph  Mean 

score 
St. 

Dev Order  Response 

rate 
10 The faculty member possesses appropriate 

text medium embedding skills. 3.67 1.238 1 High 

11 The faculty member's ability to use the 

appropriate sound medium. 
3.62 1.393 2 High 

12 The ability of the faculty member to employ 3.54 1.495 3 High 



 
 

 
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animation. 

13 The faculty member's ability to add videos 

into the test. 
3.38 1.493 5 Medium 

14 The faculty member's use of pictures 

didactically within the test. 
3.42 1.466 4 High 

15 The faculty member's ability to create 

expressive forms of the subject's content. 3.25 1.511 6 Medium 
Total  3.48 0.838 High 

 

Table (3) shows that the overall score for the second dimension, multimedia, came with a 

high response degree, with a mean score of (3.48) and a standard deviation of (0.838). This result 

is due to the faculty member’s awareness of the importance of dealing with multimedia and its 

employment in the educational process and relying on it in building various electronic exams. 

The faculty member should have sufficient background on using these media in raising the levels 

of e-learning and enriching the educational experience of the learner.  

 

 

The third dimension: test time skills  

The mean scores and standard deviations of the paragraphs of the third dimension were 

calculated, and then these paragraphs were arranged in descending order according to the mean 

score of each paragraph, as shown in the following table: 

Table (4): The mean scores and standard deviations of the sample' responses on test time skills 
NO. Paragraph  Mean 

score 
St. 

Dev Order  Response 

rate 
16 The faculty member's ability to specify the time 

spent on solving each of the test questions. 3.28 1.520 4 Medium 

17 The faculty member's ability to determine the 

time spent on the feedback used for the test. 3.59 1.442 5 High 

18 The faculty member's ability to determine the 

time consumed in loading the test pages 3.77 1.289 1 High 

19 
The faculty member's ability in determining the 

appropriate time for each question according to 

the type of questions (closed or open, essay or 

substantive). 
3.45 1.416 3 High 

Total  3.53 0.921 High 
 

Table (4) reveals that the overall score for the third dimension, the test time skills, came 

with a high response degree, with a mean score of (3.53) and a standard deviation of (0.921). 

This result is explained by the faculty member’s awareness of the importance of estimating 

sufficient time to finish the test. It is also because of the member's ability to create questions that 



 
 

 
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are appropriate to the time of the test, whether they are closed, open questions, or essay 

questions, as they play a major role in determining the time needed for the test. 

 

The fourth dimension: test evaluation skills 

The mean scores and standard deviations of the paragraphs of the fourth dimension 

were calculated, and then these paragraphs were arranged in descending order according to the 

mean score of each paragraph, as shown in the following table: 

Table (5): The mean scores and standard deviations of the sample' responses on test evaluation 

skills   
NO. Paragraph  Mean 

score 
St. 

Dev Order  Response 

rate 
20 The prompt correction for answers, such as 

answers related to substantive questions. 3.28 1.527 5 Medium 

21 
The faculty member's choice of the necessary 

strategies to correct essay questions such as e-

mail. 
3.33 1.442 4 Medium 

22 Annotating the correct answer. 3.37 1.451 3 Medium 

23 Providing suggestions for further studying. 3.53 1.431 1 High 

24 Inspiring learners for correct responses. 3.48 1.454 2 High 

Total  3.40 1.143 High 
 

Table (5) shows that the overall score for the fourth dimension, the test evaluation skill, 

came with a high response degree, with a mean score of (3.40) and a standard deviation of 

(1.143). This result is explained by the importance of the faculty member’s familiarity with all 

strategies that facilitate the process of electronically evaluating students’ answers according to the 

quality of each question and providing appropriate feedback. 

 

The fifth dimension: test security skills 

The mean scores and standard deviations of the paragraphs of the fifth dimension were 

calculated, and then these paragraphs were arranged in descending order according to the mean 

score of each paragraph, as shown in the following table: 

Table (6): The mean scores and standard deviations of the sample' responses on test security 

skills 
NO. Paragraph  Mean 

score 
St. 

Dev Order  Response 

rate 
25 Faculty member's protection of students' data. 3.56 1.345 1 High 

26 
The faculty member's prevention of cheating 

during the exam. 3.50 1.388 2 High 

27 The faculty member's protection of the testing 

program from hacking. 3.34 1.450 5 Medium 

28 The faculty member's protection of the test results 

from hacking. 3.37 1.433 3 Medium 



 
 

 
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29 Providing students with privacy measures such as 

username and password. 3.35 1.454 4 Medium 

30 Providing a security system that protects test-

related paper data. 3.33 1.432 6 Medium 

Total  3.41 0.961 High  
 

Table (6) reveals that the overall score of the fifth dimension, the test security skill, came 

with a high response degree, with a mean score of (3.41) and a standard deviation of (0.961). 

This can be attributed to the faculty member’s awareness of the importance of providing the 

necessary protection for students’ privacy by using the username feature and having a password 

for each student, as well as providing a security system that can protect the paper information 

associated with the test.  

This result agrees partially with Oluwaseun et al (2016), which indicated that there is 

potential to enhance the application of web-based testing with integrated biometric systems 

including fingerprint and face to improve the efficacy and safety of the web-based testing 

application. The result is partly consistent with Khadka et al (2020), which showed the 

satisfaction of faculty and students with modern electronic systems in developing and receiving 

electronic questions from students, in line with recent developments and trends in e-learning. 

Results of the second question  

To answer the second question of the study, the mean scores and standard deviations of 

the second part of the scale were calculated, and then these paragraphs were arranged in 

descending order according to the means scores as shown in the following table: 

Table (7): The mean scores and standard deviations of the sample's responses on the skills 

needed to employ electronic exams 
NO. Paragraph  Mean 

score 
St. 

Dev Order  Response 

rate 

31 
Utilizing the capabilities of electronic testing to 

overcome problems related to precautionary 

measures related to the emerging COVID-19 

pandemic. 
3.44 1.444 4 High 

32 Utilizing the capabilities of electronic tests in 

measuring students' mental abilities. 3.38 1.480 7 Medium 

33 Utilizing the capabilities of electronic tests in 

measuring students' skills. 3.48 1.426 3 High 

34 
Communication between students and faculty 

members, where the test is not linked to a 

specific place. 
3.54 1.454 2 High 

35 
The ability of faculty members to take 

advantage of the infinite accuracy of evaluation 

for electronic tests. 

3.42 1.560 5 High 

36 The ability of faculty members to communicate 

with students without being linked to a specific 
3.27 1.577 10 Medium 



 
 

 
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time. 

37 
The ability to re-apply the same electronic tests 

in similar circumstances, as they are easy to 

prepare and provide. 
3.36 1.547 9 Medium 

38 
Faculty members keep student records 

electronically and printed on paper when 

needed. 
3.37 1.543 8 Medium 

39 
Faculty members employing electronic tests in 

the immediate correction of the test to save 

time and effort. 
3.40 1.568 6 High 

40 
Presenting evaluation tasks and enriching them 

with much information and multimedia that 

merge with written text and audio, both in 

static and moving images. 
3.78 1.180 1 High 

Total  3.45 0.789 High 

 

Table (7) reveals that the overall score for the second part of the scale, the skills needed 

to employ electronic exams, came with a (high) response degree, with a mean score of (3.45) and 

a standard deviation of (0.789). This result can be attributed to the faculty member’s awareness 

of the importance of employing electronic exams in many different tasks, according to the 

various features provided by electronic tests, as well as the faculty member’s reliance on them to 

accurately evaluate electronic tests, especially in light of the spread of the Coronavirus pandemic. 

This result agrees with Kuikka et al (2014), which indicated the importance of drawing 

up a list of the skills that teachers need in developing electronic tests. The result also is partly 

consistent with Hamatsu et al (2016), which indicated the existence of positive perceptions 

among faculty members about the importance of electronic testing at the university. The result is 

also consistent with Osang (2012), which concluded that the electronic test is the best option for 

taking exams in open and distance learning institutions because it helps in solving problems 

related to paper tests, including human errors in correcting the tests and calculating the results. 

 

CONCLUSION  

This study found that the skills needed to build electronic exams for faculty members at 

the University of Jeddah in light of the global trend to employ e-learning came with a high 

response degree, with a mean score of (3.45) and a standard deviation of (0.444). The results also 

found that the skills needed to employ electronic exams at the University of Jeddah in light of 

the global trend to employ e-learning came with a high response degree, with a mean score of 

(3.45) and a standard deviation of (0.789). The results showed the availability of good-level skills 

for building electronic exams and employing them among faculty members, due to their recent 

reliance and their students on e-learning because of the recent trends in the use of e-learning at 

various levels. 

 

RECOMMENDATIONS:  



 
 

 
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The study recommends the following:  

1. Conducting training courses for faculty members at the University of Jeddah on building 

electronic exams. 

2. Attracting a group of experts to train faculty members at the University of Jeddah to employ 

electronic exams.  

3. Holding scientific seminars on the importance of electronic examination in facilitating the 

evaluation process for students.  

4. Designing a guide for faculty members on employing electronic exams in the educational 

process. 

 

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