Self-Efficacy and Stress in Video Oral Assessments Academic Article in Scopus uri icon

abstract

  • Since oral evaluations are effective but stressful tools for assessing students' knowledge, alternatives to the traditional face-to-face (F2F) oral exam with the teacher are being sought. This study examines the relationship between stress and self-efficacy in two assessment formats: asynchronous video oral assessments and traditional F2F oral evaluations. The main objective is to know if the asynchronous video format is a lower stressor than the conventional F2F method. Conducted with 168 first-year undergraduate students in mathematics, physics, and chemistry courses, the study employed the validated Acute Stress Appraisal instrument. Results show that stress decreased by 10% on average for high self-efficacy students during video assessments, compared to a 25% increase during F2F evaluations. Students with low self-efficacy exhibited higher stress levels across both formats, with minimal variation pre- and post-assessment. Asynchronous assessments provided students with greater control over their responses, reducing stress overall, while F2F evaluations amplified stress, particularly for high self-efficacy students, likely due to real-time pressure. Consequently, they could have a minor impact on students' overall emotional wellbeing during oral evaluations. To our knowledge, this is one of the first attempts to analyze these variables in asynchronous video oral assessments in STEM courses, contributing to the development of stress-reduced evaluation practices. This alternative assessment method could be an effective way to promote better academic performance and create a more balanced learning environment in higher education. © 2025 IEEE.

publication date

  • January 1, 2025