Impact of Proctoring Environments on Student Performance : Online vs Offline Proctored Exams

The paper examines the impact of proctoring environments on student performance in two different exam proctoring environments: online versus offline proctored exams. This study employs a set of aggregated data from 1762 students over the eight year period from 2009 to 2016 in a university. Although there were nine courses offered, they could have been counted more than once as they may appear several times to take exams for different courses. This study employs independent samples t-test and regression analysis to compare the means of two independent groups and to test the hypothesis. The results of the independent samples t-test and the regression analysis indicate that there is no difference in the mean scores of exams and thereby the findings suggest that the exam proctoring environment is unlikely related to student performance even when students take their exams either online proctoring or offline proctoring environments. This study concludes that the proctoring environment unlikely results in a statistically significant difference of exam scores and thus the exam proctoring environment does not appear to cause any changes in student performance. The findings suggest that the impact of exam proctoring environments does not appear to be dependent of student performance in student academic achievements and assessments