STUDENT SATISFACTION WITH FINAL EXAMS: A STUDY OF UNDERGRADUATE NURSING STUDENTS IN PESHAWAR AND CHARSADDA

Abstract

Background:
Student satisfaction with final examinations is a critical indicator of the quality of education, particularly in nursing education where assessment impacts both learning outcomes and professional preparedness. However, discrepancies often exist between students’ expectations and their experiences with the examination process, leading to dissatisfaction and potential negative effects on academic performance and motivation.

Aims:
This study aimed to assess the satisfaction level of undergraduate nursing students with final examinations at public and affiliated institutes in Peshawar and Charsadda, and to identify key factors influencing their satisfaction to inform improvements in the examination process.

Methods:
A descriptive cross-sectional design was employed involving 380 undergraduate nursing students beyond their third semester. Data was collected using a structured self-administered questionnaire focusing on various aspects of the examination process, including clarity, fairness, scheduling, content alignment, and feedback. Data were analyzed using SPSS version 27 with descriptive statistics and chi-square tests to explore associations.

Results:
Findings revealed a moderate overall satisfaction level, with 46.43% of students expressing agreement or strong agreement with satisfaction statements, while approximately 40% expressed dissatisfaction. Key concerns included perceived misalignment between taught content and exam material, lack of transparency in exam questions, and inconsistent application of the Table of Specifications. However, most students reported being aware of examination schedules and felt reasonably prepared for the exams.

Conclusion:
The study highlights a need for greater alignment between course content and assessment, enhanced transparency in exam design, and stricter adherence to standardized examination guidelines to improve student satisfaction. Addressing these issues may contribute to improved academic outcomes and student motivation in nursing education.