A

Project Report on

“STUDY OF STUDENTS’ PERCEPTION REGARDING

SINGLE COMMON ENTRANCE EXAMINATION
FOR ADMISSION IN
PROFESSIONAL COLLEGES”

Submitted by
Mr. Rishav Saha (175SM024)

Submitted to
Prof. A. H. Sequeira
Professor, School of Management

School of Management,
National Institute of Technology Karnataka, Surathkal
ACADEMIC YEAR 2017-2018
i
 DECLARATION

I hereby declare that the Report of the P.G. Project Work entitled “Study of
students’ perception regarding single common entrance examination” which is
being submitted to the National Institute of Technology Karnataka, Surathkal in the
partial fulfilment for the completion of the course ‘Business Research’ in the
department of ‘School of Management’, is a bonafide report of the work carried out
by me. The material contained in this Report has not been submitted to any
University or Institution for the award of any degree.

175SM024

Mr. Rishav Saha

School of Management

Place: NITK, Surathkal

Date:

ii
 ACKNOWLEDGEMENT

I express my sincere gratitude to the course instructor Prof. A. H. Sequeira, who

gave me this opportunity to work on this project. He guided us on the various aspects
of the project. His valuable guidance and suggestions helped us in the fulfilment of
the project.
I extend my thanks to my group members who contributed and had a significant role
to play in the completion of this project.
Last but not the least I thank the almighty, my parents and friends for being with me
and supporting me through the entire journey of the project.

Mr. Rishav Saha

iii
 ABSTRACT

There appears to be a multitude of entrance examinations both at state and national level

for students stepping into professional courses after finishing the higher secondary

education in India. Standards of these examinations vary widely. And students possess

different perceptions towards the entrance exam. This study examined the students’

various perceptional level towards the single common entrance exam for admission to

professional colleges. A questionnaire containing fourteen items was administered to two

hundred and forty-five students. The present study made an attempt to discover the

different positive, neutral and negative perceptions of single entrance exams describing

its various implications on the professional college admissions in India. The data indicated

that there was no significant difference in the gender regarding the perception towards

the common entrance exam. The research found that majority of the respondents

perceived the designed curriculum, exam pattern and assessment to be somewhat

appropriate, while understanding the questions was somewhat easy. The data also

showed that, students had a neutral perception about the fair chance of securing good

marks in the exam. However, the students’ overall satisfaction of the single common

entrance exam was somewhat satisfied.

iv
 INDEX
DECLARATION ii

ACKNOWLEDGEMENT iii

ABSTRACT iv

1 INTRODUCTION 1

1.1. SCOPE OF THE PROJECT 1

1.2. OBJECTIVE OF THE PROJECT 2

1.3. NULL HYPOTHESIS 2

1.4. ALTERNATE HYPOTHESIS 2

RESEARCH QUESTIONS, INVESTIGATIVE QUESTIONS &

1.5. 3
RESEARCH OBJECTIVES:

2 LITERATURE SURVEY 4

2.1. LITERATURE REVIEW 4

2.2. RESEARCH GAP 5

3 METHODOLOGY 6

3.1. SAMPLING TECHNIQUE 6

3.2. CONVENIENCE SAMPING 7

3.3. SAMPLE SIZE CALCULATION: 7

3.4. RESEARCH METHOD 8

3.5. RESEARCH APPROACH 8

3.6. METHOD OF DATA COLLECTION 8

3.7. TYPE OF DATA 8

3.8. RESEARCH TOOL INSTRUMENTS 9

v
3.9. QUESTIONNAIRE DESIGN 9

4 DATA ANALYSIS & INTERPRETATION 10

4.1. DEMOGRAPHIC REPRESENTATION 10

5 HYPOTHESIS TESTING 16

5.1. ANALYSIS OF HYPOTHESIS 1 16

5.2. ANALYSIS OF HYPOTHESIS 2 17

5.3. ANALYSIS OF HYPOTHESIS 3 18

5.4. ANALYSIS OF HYPOTHESIS 4 19

6 FINDINGS & LIMITATION 20

6.1. FINDINGS 20

6.2. LIMITATION 20

7 CONCLUSIONS 21

8 REFERENCES 22

9 APPENDIX 23

9.1. APPENDIX 1: QUESTIONNAIRE 23

9.2. APPENDIX 2: CHI-SQUARE TABLE 26

vi
LIST OF TABLES:

1.1 Research questions, investigative questions and research objectives 3

5.1 Analysis of hypothesis 1 16

5.2 Analysis of hypothesis 2 17

5.3 Analysis of hypothesis 3 18

5.4 Analysis of hypothesis 4 19

LIST OF FIGURES:

4.1: Distribution of Population – Sex ratio 10

4.2: Distribution of Population – Age count 11

4.3: Perception of the designed curriculum of exam to be appropriate 11

4.4: Perception of effectiveness regarding the exam pattern 12

4.5: Perception of examination assessment 12

4.6: Perception of ease of understanding questions 13

4.7: Perception of chance to secure good marks 13

4.8: Perception regarding usefulness of the learning materials 14

4.9: Perception regarding the choice of questions in the entrance exam 14

4.10: Perception regarding the satisfaction with the policies of the exam 15

4.11: Perception regarding overall satisfaction with the exam 15

vii
CHAPTER 1:

1. INTRODUCTION

Single common entrance exam is the gateway to join multiple professional courses in the

country. This system is being followed for a long time for any professional course like

Engineering, Medical, Hotel Management and MBA. In this research we have tried to find out

different perceptions of students’ regarding single common entrance examination.

1.1. SCOPE OF THE PROJECT

There are a multiple single common entrance examinations conducted every year at both

national and state level for the students stepping into professional courses after finishing the

higher secondary education in India. Some of them are CAT – Common Admission Test, MAT

– Management Aptitude Test, CMAT – Common Management Admission Test, JEE – Joint

Entrance Examination, NCHMCT JEE - National Council of Hotel Management and Catering

Technology Joint Entrance Examination. As a result of huge population size, the perceptions

and opinions regarding the single common entrance exam varies. This research is an attempt

to find out the perceptions of the students regarding single common entrance examination.

1
 1.2. OBJECTIVE OF THE PROJECT

The main objective behind this research is to find out what perceptions do students have who

take admission in professional courses through single common entrance examination.

Students’ perception for designed curriculum, exam pattern, assessment, understanding the

questions, chance of securing good marks & overall satisfaction are our primary objective.

1.3. NULL HYPOTHESIS

Ho: Students have a positive perception towards single common entrance exam

1.4. ALTERNATE HYPOTHESIS

H1: Students have a negative perception towards single common entrance exam

H2: Students have a neutral perception towards single common entrance exam

H3: there is a significant difference in the perception levels of male and female students

aspiring for the professional college admissions.

H4: there is no significant difference in the perception levels of male and female students

aspiring for the professional college admissions.

2
 1.5. RESEARCH QUESTIONS, INVESTIGATIVE QUESTIONS &
RESEARCH OBJECTIVES:

Tab. 1.1: Research Questions, Investigative Questions & Research Objectives

Research Questions Investigative Questions Research Objectives

1. To find the positive and

1. What is the perception 1. Is there any positive or
negative perceptions of
of students regarding negative perception of
students regarding single
single common entrance students regarding single
common entrance
examination? common entrance
examination.
examination?
2. What is the overall
2. To identify the views of
satisfaction of the 2. Is the exam pattern
students regarding exam
students regarding exam? appropriate?
patterns.

3. What is the success 3. To find out whether the

3. How appropriate is the
rate of these common assessment is proper or not
assessment of the exam?
entrance examinations? according to students' views.

4. What is the level of 4. To compare the students'

difficulty students’ face 4. How appropriate is the views of the curriculum and
while understanding the designed curriculum? the questions they face in
question in the exam? exam.

3
CHAPTER 2:

2. LITERATURE SURVEY

2.1. LITERATURE REVIEW

As per the Agenda Item II of National Testing Scheme proposed by Ministry of HRD,

Government of India, there appears to be a multitude of entrance examinations both at state

and national level for students seeking admission in professional colleges. The standards of

these examinations vary widely.

(Tuomas Pekkarinen, 2014) studied gender differences in performance in university entrance

examinations. From Journal of Distance Education, we studied the works of M. Yasar Özden,

Ismail Ertürk, and Refik Sanli about Students’ Perceptions of Online Assessment. From the

works of John A. Centra and Noreen B. Gaubatz in July 2005, we study the Student perceptions

of learning and instructional effectiveness in college courses.

(Debopam, Shin & Margaret, 2006) proposed an empirical approach to testing for fair

University admissions. (R. Balaji & Swathimoorthy, 2017) argued that students following the

Tamil Nadu school syllabus may lose out in a common entrance examination. The students

also have stopped choosing private engineering colleges due to perception of quality.

(Garg, 2017) concluded that the entrance examinations was perceived differently by different

students. (Dheeraj Sanghi, 2017) argues that a common entrance test forces a linear ranking

among students who have widely different skills and thus it is unfair to those who have studied

in state boards.

4
 2.2. RESEARCH GAP

From the above literature review, it is evident that there is limited research conducted on the

students’ perception regarding single entrance examinations for admission in professional

colleges. Therefor the present study makes an attempt to discover the different perceptions of

single common entrance examinations describing its various implications on the admission in

professional colleges.

5
CHAPTER 3:

3. METHODOLOGY

3.1. SAMPLING TECHNIQUE

Sampling refers to the process of selecting and studying the characteristics of a relatively small
number of items from a relatively large population of such items in order to draw statistically
valid inferences about the characteristics of the entire population. Since the research involves
data collection from a wide spread geographical area, the sampling technique used in this
research is Non-Probability Convenience sampling. The difference between probability and
non-probability sampling is, in probability sampling the chance of selecting each event is same
while that is not the case while you are dealing with non-probability sampling.
Before heading for non-probability sampling let us go through some of the drawbacks of
probability sampling are:
 It requires a list of all samples.

 It is more time consuming and requires a lot of money and workforce.

 It is not beneficial for small numbers.

Thus, we are using non-probability sampling. There are some advantages of non-probability
sampling which are as follows:
 It is quicker and cheaper.

 It is flexible.

 Judgmentally representative sample is represented with a small sample size.

Non-probability sampling is further classified into various types. They are as follows:
 Convenience sampling

 Snowball sampling

 Purposive sampling

6
 3.2. CONVENIENCE SAMPING

Non-probability samples that are unrestricted are called ‘convenience samples’. They are the

inexpensive and easiest to conduct. Here subjects are selected because of their convenient

accessibility and proximity to the researcher. As the name suggest convenience, the researcher

have the freedom to choose whomever they find. It is generally used in early stages of

exploratory research. When we are seeking any sort of guidance we can use this sampling. In

this research the population is too large that it is impossible to include every individual in a

professional college.

3.3. SAMPLE SIZE CALCULATION:

The Population (Number of professional college students in India) is N = 20,000,000

Confidence Interval (e) = 6%

Sample proportion (p) = 0.5

q = 1 – p = 0.5

Confidence Level = 95%

Z-Score = 1.96

Formula to calculate Sample Size:

For larger or infinite population;

S = (Z2 * p * q) / e2

And Sample Size (n) = S / [1 + (S - 1)/N]

Therefore, Sample size (n) = 266.67 ~ 267

7
 3.4. RESEARCH METHOD

To study the perception of students’ in professional colleges, regarding single common

entrance exam, exploratory study has been selected. Inductive argument is used as inquiry is

specific to general and conclusion is only a hypothesis.

3.5. RESEARCH APPROACH

The approach used for this study is exploratory approach. Exploratory research is that kind of

approach conducted for a problem that has not been clearly defined. This approach helps

determine the best research design, data collection method and selection of subjects.

Exploratory research provides a significant insight into a given situation. An inductive

reasoning is used in this project, as this research is figuring out the various perceptions of the

professional college students and thus, then formed up the conclusion from that.

3.6. METHOD OF DATA COLLECTION

A survey among students of various professional colleges are conducted and the responses of

the students are collected which will be the primary data source.

3.7. TYPE OF DATA

Primary Data: A questionnaire is prepared for survey to collect data which is used as the

primary source of data.

Secondary Data: Various research articles and journals are reviewed as secondary data source.

8
 3.8. RESEARCH TOOL INSTRUMENTS

Survey method will be used to conduct a study on a sample of the population with the help of

a structured self-administered questionnaire.

Steps used for conducting survey:

 Defining the objective of survey.

 Determining the sample group.

 Preparation of structured questionnaire.

 Recording the answer. (Primary data collection)

 Analysis of primary data.

3.9. QUESTIONNAIRE DESIGN

The research question and research objective are considered while designing the questionnaire.

The questionnaire consists of 14 questions, out of which 4 are demographic questions and the

rest 10 questions are for the intension to collect the primary data. The questionnaire is kept as

short as possible so as to get more reliable responses asking all the details that is needed. All

the questions are close ended questions as they are more specific than open ended questions

and could detect differences among respondents more accurately. Close ended questions are

easy to analyze too.

The questionnaire contains a combination of the following kind:

 Likert Scale (9 questions with indicants following 5 point scale and 1 question with
indicants following 7 point scale)
 Close ended questions.
 Demographic questions (4 questions asking name, age, sex and mail-id)
9
CHAPTER 4:

4. DATA ANALYSIS & INTERPRETATION

The data was compiled, and analysis was performed with the help of google forms, and then

generating useful graphs in Microsoft Excel. Hypothesis testing was done using chi-square

test.

4.1. DEMOGRAPHIC REPRESENTATION

The sample size was computed as 267. But due to the non-availability of the respondents within

short span of time, the sample size is reduced from 267 to 245.

Out of this sample, 149 responses (constituting 61%) were of male students and 96 responses

(constituting 39%) were of female students. There was no bias while performing the survey.

Fig. 4.1 depicts the exact ratio of the male and female respondents.

Sex Ratio
Other, 0, 0%

Female, 96, 39%

Male, 149, 61%

Male Female Other

Fig. 4.1: Distribution of Population – Sex ratio

10
The respondent’s age varies from 18 to 48 making it a diverse sample. Fig. 4.2 depicts the age
counts of the sample students.

AGE COUNT
40 38
35
35
30
30
25 22
COUNT

20
20 18
14 14
15 11 11 12
9
10
5
5 3
1 1 1
0
18 19 20 21 22 23 24 25 26 27 28 29 30 31 37 38 48

AGE

Fig. 4.2: Distribution of Population – Age count

Students' perception of the designed curriculum of exam to be appropriate is shown in the below
pie chart. Fig. 4.3 depicts the exact ratio of the opinions of the respondents.

The designed curriculum of exam to be appropriate

6, 2% 19, 8%
29, 12%

74, 30%

117, 48%

Extremely appropriate Very appropriate Somewhat appropriate

Not so appropriate Not at all appropriate

Fig. 4.3: Perception of the designed curriculum of exam to be appropriate

11
Students' perception of effectiveness regarding the exam pattern is shown in the below pie chart.
Fig. 4.4 depicts the exact ratio of the opinions of the respondents.

Exam Pattern Effectiveness

5, 2% 24, 10%
41, 17%

70, 28%

105, 43%

Extremely effective Very Effective Somewhat Effective Not So Effective Not at all Effective

Fig. 4.4: Perception of effectiveness regarding the exam pattern

Students' perception of examination assessment is shown in the below pie chart. Fig. 4.5 depicts
the exact ratio of the opinions of the respondents.

Examination Assessment
6, 2% 22, 9%
39, 16%

87, 36%

91, 37%

Extremely appropriate Very appropriate Somewhat appropriate

Not so appropriate Not at all appropriate

Fig. 4.5: Perception of examination assessment

12
Students' perception of ease of understanding the question is shown in the below pie chart.
Fig. 4.6 depicts the exact ratio of the opinions of the respondents.

Ease of understanding questions

5, 2% 27, 11%
43, 18%

72, 29%

98, 40%

Extremely Easy Very Easy Somewhat Easy Not So Easy Not at all Easy

Fig. 4.6: Perception of ease of understanding questions

Students' perception of chance to secure good marks is shown in the below pie chart.
Fig. 4.7 depicts the exact ratio of the opinions of the respondents.

Chance to secure good marks

11, 5% 25, 10%

54, 22%

66, 27%

89, 36%

Strongly Agree Agree Neutral Disagree Strongly Disagree

Fig. 4.7: Perception of chance to secure good marks

13
Students' perception regarding usefulness of the learning materials for preparing in the exam is
shown in the below pie chart. Fig. 4.8 depicts the exact ratio of the opinions of the respondents.

Usefulness of the learning material

5, 2%
28, 11% 33, 14%

83, 34%
96, 39%

Extremely Useful Very Useful Somewhat Useful Not So Useful Not at all Useful

Fig. 4.8: Perception regarding usefulness of the learning materials

Students' perception regarding the choice of questions in the entrance exam is shown in the below
pie chart. Fig. 4.9 depicts the exact ratio of the opinions of the respondents.

Choice of questions
8, 3% 25, 10%

48, 20%

68, 28%

96, 39%

Extremely Happy Very Happy Somewhat Happy Not So Happy Not at all Happy

Fig. 4.9: Perception regarding the choice of questions in the entrance exam
14
Students' perception regarding the satisfaction with the policies of the single entrance exam is
shown in the below pie chart. Fig. 4.10 depicts the exact ratio of the opinions of the respondents.

Policies of the single entrance exam

19, 8% 29, 12%

50, 20%

61, 25%

86, 35%

Extremely Satisfied Very Satisfied Somewhat Satisfied Not So Satisfied Not at all Satisfied

Fig. 4.10: Perception regarding the satisfaction with the policies of the exam

Students' perception regarding overall satisfaction with the experience of the single common
entrance exam is shown in the below pie chart. Fig. 4.11 depicts the exact ratio of the opinions of
the respondents.

80

70
72
60

50 53 54

40

30
31
20
17
10
12
0 6
Extremely Very Satisfied Somewhat Neither Somewhat Very Extremely
satisfied Satisfied Satisfied nor Dissatisfied Dissatisfied Dissatisfied
Dissatisfied

Fig. 4.11: Perception regarding overall satisfaction with the exam

15
CHAPTER 5:

5. HYPOTHESIS TESTING

5.1. ANALYSIS OF HYPOTHESIS 1

H0: Students’ perception regarding the appropriateness of the designed curriculum is even.

H1: Students’ perception regarding the appropriateness of the designed curriculum is uneven.

Tab. 5.1: Contingency table for analysis of hypothesis 1

Observed Expected
Options Value Value (Oi - Ei) (Oi - Ei)2 (Oi – Ei)2/Ei
(Oi) (Ei)
Extremely appropriate 19 49 -30.0 900 18.37
Very appropriate 74 49 25.0 625 12.76
Somewhat appropriate 117 49 68.0 4624 94.37
Not so appropriate 29 49 -20.0 400 8.16
Not at all appropriate 6 49 -43.0 1849 37.73
Total 245 245 171.39

Calculations:

Significance level (α) = 5% = 0.05

Confidence level = 95%
Degree of freedom (df) = 4
Theoretical chi-square value for df = 4 and α = 0.05 is 9.49 (from Appendix 9.2)
Calculated chi-square value is 171.39 (from Tab. 5.1)
As 171.39 > 9.49
Calculated chi-square value is greater than theoretical chi-square value we reject the null
hypothesis H0 that perception of students regarding appropriateness of the designed curriculum
is evenly distributed and accept the alternate hypothesis H1 that perception of students
regarding appropriateness of the designed curriculum is unevenly distributed.

16
 5.2. ANALYSIS OF HYPOTHESIS 2

H0: The students’ perception of appropriateness towards the exam assessment is fairly even.

H1: The students’ perception of appropriateness towards the exam assessment is uneven.

Tab. 5.2: Contingency table for analysis of hypothesis 2

Observed Expected
Options Value Value (Oi - Ei) (Oi - Ei)2 (Oi – Ei)2/Ei
(Oi) (Ei)
Extremely appropriate 22 49 -27 729 14.88
Very appropriate 87 49 38 1444 29.47
Somewhat appropriate 91 49 42 1764 36.00
Not so appropriate 39 49 -10 100 2.04
Not at all appropriate 6 49 -43 1849 37.73
Total 245 245 120.12

Calculations:

Significance level (α) = 5% = 0.05

Confidence level = 95%

Degree of freedom (df) = 4

Theoretical chi-square value for df = 4 and α = 0.05 is 9.49 (from Appendix 9.2)

Calculated chi-square value is 120.12 (from Tab. 5.1)

As 120.12 > 9.49

Calculated chi-square value is greater than theoretical chi-square value we reject the null

hypothesis H0 that students’ perception of appropriateness towards the exam assessment is

fairly even and accept the alternate hypothesis H1 that students’ perception of appropriateness

towards the exam assessment is uneven.

17
 5.3. ANALYSIS OF HYPOTHESIS 3

H0: Students are not happy with the choice of question in the entrance exam.

H1: Students are happy with the choice of question in the entrance exam.

Tab. 5.3: Contingency table for analysis of hypothesis 3

Observed Expected
Options Value Value (Oi - Ei) (Oi - Ei)2 (Oi – Ei)2/Ei
(Oi) (Ei)
Extremely Happy 25 49 -24 576 11.76
Very Happy 68 49 19 361 7.37
Somewhat Happy 96 49 47 2209 45.08
Not So Happy 48 49 -1 1 0.02
Not at all Happy 8 49 -41 1681 34.31
Total 245 245 98.53

Calculations:

Significance level (α) = 5% = 0.05

Confidence level = 95%

Degree of freedom (df) = 4

Theoretical chi-square value for df = 4 and α = 0.05 is 9.49 (from Appendix 9.2)

Calculated chi-square value is 98.53 (from Tab. 5.1)

As 98.53 > 9.49

Calculated chi-square value is greater than theoretical chi-square value we reject the null

hypothesis H0 that students are not happy with the choice of question in the entrance exam and

accept the alternate hypothesis H1 that students are happy with the choice of question in the

entrance exam.

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 5.4. ANALYSIS OF HYPOTHESIS 4

H0: Students are not satisfied with the experience of entrance exam.

H1: Students are satisfied with the experience of entrance exam.

Tab. 5.4: Contingency table for analysis of hypothesis 4

Observed Expected
Options (Oi - Ei) (Oi - Ei)2 (Oi – Ei)2/Ei
Value (Oi) Value (Ei)

Extremely satisfied 17 35 -18 324.00 9.26

Very Satisfied 53 35 18 324.00 9.26
Somewhat Satisfied 72 35 37 1369.00 39.11
Neither Satisfied nor
Dissatisfied 54 35 19 361.00 10.31
Somewhat Dissatisfied 31 35 -4 16.00 0.46
Very Dissatisfied 12 35 -23 529.00 15.11
Extremely Dissatisfied 6 35 -29 841.00 24.03
Total 245 245 107.54

Calculations:

Significance level (α) = 5% = 0.05

Confidence level = 95%

Degree of freedom (df) = 6

Theoretical chi-square value for df = 6 and α = 0.05 is 12.59 (from Appendix 9.2)

Calculated chi-square value is 107.54 (from Tab. 5.1)

As 107.54 > 12.59

Calculated chi-square value is greater than theoretical chi-square value we reject the null

hypothesis H0 that students are not satisfied with the experience of entrance exam and accept

the alternate hypothesis H1 that students are satisfied with the experience of entrance exam.

19
CHAPTER 6:

6. FINDINGS & LIMITATION

6.1. FINDINGS

 Perception of students regarding appropriateness of the designed curriculum in single

common entrance examination is unevenly distributed.

 Students’ perception of appropriateness towards the exam assessment is uneven.

 Students are happy with the choice of question in the single common entrance

examination.

 Students are overall satisfied with the experience of single common entrance

examination.

6.2. LIMITATION

The responses which was received via questionnaire had the responses of students mostly

having engineering background. We were unable to get a homogeneous responses from

the college students of varied disciplines like Arts, Commerce, Law, Pharmacy, Medical

and Paramedical courses. Thus, this can be termed as the limitation of the research.

Moreover the sample size was computed as 267. But due to the non-availability of the

respondents within short span of time, the sample size is reduced to 245.

Inclusion of more qualitative data could have given better results. And lastly, majority of

the sample is collected from the southern part of the country.

20
CHAPTER 7:

7. CONCLUSIONS

The respondents gave responses to the question which were asked in the surveys done by the

means of questionnaire via google form. The responses were then analyzed by the means of

pie-chart and bar graphs in Microsoft Excel. The hypothesis testing was done by the means of

chi-square (goodness-of-fit test) and the null hypothesis was then rejected by accepting the

alternative hypothesis.

We made a series of conclusion from the analysis. Perception of students regarding

appropriateness of the designed curriculum in single common entrance examination is

unevenly distributed. Students’ perception of appropriateness towards the exam assessment is

uneven. Students are happy with the choice of question in the single common entrance

examination. Students are overall satisfied with the experience of single common entrance

examination. Thus, we can conclude by saying that the perception of the students regarding

single common entrance examination is on the positive side.

21
CHAPTER 8:

8. REFERENCES

 Cooper D., Schindler P., 2012, Business Research Methods, McGraw Hill Education.

 Tuomas Pekkarinen, 2014, Gender Differences in Strategic Behaviour under

Competitive Pressure: Evidence on Omission Patterns in University Entrance

Examinations.

 REFİK ŞANLI, 2003, Students’ perceptions about online assessment: a case study.

 John A. Centra and Noreen B. Gaubatz, 2005, Student Perceptions of learning and

instructional effectiveness in college courses.

 Debopam Bhattacharya, Shin Kanaya, Margaret Stevens, 2016, Are University

Admissions Academically Fair.

 www.surveymonkey.com

 https://thewire.in/158709/common-exam-for-engineering-admissions-neet-not-good-idea/

 https://mbcet.wordpress.com/2017/04/27/how-self-financing-colleges-lost-the-course-

crisis-in-engineering-education-tamil-nadu/

22
CHAPTER 9:

9. APPENDIX

9.1. APPENDIX 1: QUESTIONNAIRE

1. Name:

2. E-mail ID:

3. Sex:
 Male
 Female
 Other

4. Age:

5. How well do you perceive the designed curriculum of exam to be appropriate?

 Extremely appropriate
 Very appropriate
 Somewhat appropriate
 Not so appropriate
 Not at all appropriate

6. How effective is the exam pattern?

 Extremely effective
 Very Effective
 Somewhat Effective
 Not So Effective
 Not at all Effective

23
7. How is the exam assessment?

 Extremely appropriate
 Very appropriate
 Somewhat appropriate
 Not so appropriate
 Not at all appropriate

8. How easy is it to understand the questions?

 Extremely Easy
 Very Easy
 Somewhat Easy
 Not So Easy
 Not at all Easy

9. Do you think all students have a fair chance to secure good marks in the exam?

 Strongly Agree
 Agree
 Neutral
 Disagree
 Strongly Disagree

10. How useful is the learning material for preparing the exam?

 Extremely Useful
 Very Useful
 Somewhat Useful
 Not So Useful
 Not at all Useful

24
11. How happy are you with the choice of questions in the entrance exam?

 Extremely Happy
 Very Happy
 Somewhat Happy
 Not So Happy
 Not at all Happy

12. How satisfied are you with the policies of the single entrance exam?

 Extremely Satisfied
 Very Satisfied
 Somewhat Satisfied
 Not So Satisfied
 Not at all Satisfied

13. How likely are you to get a good score in the entrance exam?

 Extremely Likely
 Very Likely
 Somewhat Likely
 Not So Likely
 Not at all Likely

14. Overall, are you satisfied with your experience of single entrance exam, neither satisfied nor
dissatisfied with it, or dissatisfied with it?
 Extremely satisfied
 Very Satisfied
 Somewhat Satisfied
 Neither Satisfied nor Dissatisfied
 Somewhat Dissatisfied
 Very Dissatisfied
 Extremely Dissatisfied

Questions 5 to 13 (Indicants follow 5 point scale) and Question 14 (Indicants follow 7 point scale)

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9.2. APPENDIX 2: CHI-SQUARE TABLE

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