Lebanese Secondary Students’ Perceptions of Remote Assessment in Science and Mathematics
Abstract
The rapid shift to remote assessment during educational disruptions has heightened scholarly interest in students' experiences with this format. This study investigates Lebanese secondary students’ perceptions of remote assessment in science and mathematics in a crisis-affected context. Specifically, it examines students' perceptions of remote assessment, their level of satisfaction with this assessment format, and their willingness to continue using remote assessment once face-to-face education resumes. Using a quantitative research design, data were collected from 2,717 students in Grades 7–12 across 13 private secondary schools through a structured online questionnaire adapted from established e-assessment perception frameworks. Descriptive statistics were used to examine students' perceptions across six dimensions: affective responses, perceived validity and fairness, practical and technical feasibility, academic integrity and security, satisfaction, and willingness to continue remote assessment. Findings revealed largely neutral affective responses, while technical barriers emerged as the greatest challenge, with the strongest agreement recorded for the perception that poor technical capabilities contribute to late submissions (M = 2.05, SD = 1.21). Fairness concerns were also prominent, with students agreeing that online exams favor some students over others (M = 2.47, SD = 1.29). Integrity-related perceptions were mixed, with students acknowledging cheating risks while recognizing that appropriate safeguards can mitigate them. Overall, 49.4% of students reported satisfaction compared with 13.4% expressing dissatisfaction, and 53.8% indicated some willingness to continue remote assessment. The findings highlight the importance of strengthening infrastructure, improving assessment design for science and mathematics, and addressing fairness and integrity concerns in crisis-affected secondary education contexts.
Downloads
PlumX Statistics
References
Alsadoon, E. (2017). Students’ perceptions of e-assessment at Saudi Electronic University. Turkish Online Journal of Educational Technology, 16(1), 147–153.
Dendir, S., & Maxwell, B. (2020). Cheating in online courses: Evidence from online proctoring. Computers in Human Behavior Reports, 2, Article 100033. https://doi.org/10.1016/j.chbr.2020.100033 DOI: https://doi.org/10.1016/j.chbr.2020.100033
Dermo, J. (2009). E-assessment and the student learning experience: A survey of student perceptions of e-assessment. British Journal of Educational Technology, 40(2), 203–214. https://doi.org/10.1111/j.1467-8535.2008.00915.x DOI: https://doi.org/10.1111/j.1467-8535.2008.00915.x
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Recommendations for mandatory online assessment in higher education during the COVID-19 pandemic. In F. J. García-Peñalvo (Ed.), Radical solutions for education in a crisis context (pp. 85–98). Springer. https://doi.org/10.1007/978-981-15-7869-4_6 DOI: https://doi.org/10.1007/978-981-15-7869-4_6
Hillier, M. (2014). The very idea of e-exams: Student (pre)conceptions. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and reality: Critical perspectives on educational technology. Proceedings of ASCILITE 2014 (pp. 77–88). ASCILITE. DOI: https://doi.org/10.14742/apubs.2014.1065
Hillier, M., & Fluck, A. (2013). Arguing again for e-exams in high stakes examinations. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Proceedings of ASCILITE 2013 (pp. 385–396). ASCILITE. DOI: https://doi.org/10.14742/apubs.2013.1364
Iannone, P., Czichowsky, C., & Ruf, J. (2020). Assessment practices in undergraduate mathematics: A literature review. International Journal of Research in Undergraduate Mathematics Education, 6(1), 1–35. https://doi.org/10.1007/s40753-019-00097-2 DOI: https://doi.org/10.1007/s40753-019-00097-2
Jalilzadeh, K., Rashtchi, M., & Mirzapour, F. (2024). Cheating in online assessment: A qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions. Language Testing in Asia, 14(1). https://doi.org/10.1186/s40468-024-00304-1 DOI: https://doi.org/10.1186/s40468-024-00304-1
Kuluşaklı, E. (2024). Distance education students’ attitudes towards online exams in higher education. Uluslararası Sosyal Bilimler Akademi Dergisi, 15, 279–294. https://doi.org/10.47994/usbad.1475217 DOI: https://doi.org/10.47994/usbad.1475217
Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A., & Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: Teachers’ perspectives. International Journal for Educational Integrity, 14(1), Article 2. https://doi.org/10.1007/s40979-018-0025-x DOI: https://doi.org/10.1007/s40979-018-0025-x
Najjar, N., Rouphael, M., Bitar, T., & Hleihel, W. (2025). The rise and drop of online learning: Adaptability and future prospects. Frontiers in Education, 10, Article 1522905. https://doi.org/10.3389/feduc.2025.1522905 DOI: https://doi.org/10.3389/feduc.2025.1522905
Pozza, D. H., Costa-Pereira, J. T., & Tavares, I. (2025). Perceptions of students and teachers regarding remote and face-to-face assessments in the evolving higher education landscape. Education Sciences, 15(3), Article 360. https://doi.org/10.3390/educsci15030360 DOI: https://doi.org/10.3390/educsci15030360
Rabih, L., & Yammine, E. (2025). E-learning success evaluation in Lebanon during wartime: An extension of Delone and McLean IS success model. F1000Research, 14, Article 468. https://doi.org/10.12688/f1000research.163914.1 DOI: https://doi.org/10.12688/f1000research.163914.1
Redecker, C., & Johannessen, Ø. (2013). Changing assessment—Towards a new assessment paradigm using ICT. European Journal of Education, 48(1), 79–96. https://doi.org/10.1111/ejed.12018 DOI: https://doi.org/10.1111/ejed.12018
Rüth, M., Jansen, M., & Kaspar, K. (2024). Cheating behaviour in online exams: On the role of needs, conceptions and reasons of university students. Journal of Computer Assisted Learning, 40, 1–22. https://doi.org/10.1111/jcal.12994 DOI: https://doi.org/10.1111/jcal.12994
Terblanche, E. A. J., van Rooyen, A. A., & Enwereji, P. C. (2024). Auditing students’ perceptions of online assessments and e-proctoring systems. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00306-4 DOI: https://doi.org/10.1007/s44217-024-00306-4
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. UNESCO Publishing.
Wahas, Y. M. A., & Syed, A. J. A. (2024). E-assessment challenges during e-learning in higher education: A case study. Education and Information Technologies, 29(11), 14431–14450. https://doi.org/10.1007/s10639-023-12421-0 DOI: https://doi.org/10.1007/s10639-023-12421-0
Zhan, J., Chuang, M., Garcia, S. K., & Santos, T. (2022). Students’ perceptions on mathematics assessment in remote learning. AsTEN Journal of Teacher Education, 6(1). https://doi.org/10.56278/asten.v6i.1799 DOI: https://doi.org/10.56278/asten.v6i.1799
Zhuang, J., Jiang, Z., Li, X., & Yang, P. (2026). College students’ perceptions of remote online exams: A scoping review. Frontiers in Education, 11, 1721211. https://doi.org/10.3389/feduc.2026.1721211 DOI: https://doi.org/10.3389/feduc.2026.1721211
Copyright (c) 2026 Maria Aouad
This work is licensed under a Creative Commons Attribution 4.0 International License.
