Students' perceptions about electronic assessment and their relationships to learning styles and academic self-efficacy

The present study aimed to identify students' perceptions about electronic assessment and their relationships to learning styles and academic self-efficacy. The sample of the study consisted of 342 male and female students enrolled in the baccalaureate programs at Sultan Qaboos University for the second semester of the academic year 2019/2020. To achieve the goals of the study, three instruments were used after establishing their validity and reliability: Students' Perceptions about Electronic Assessment Questionnaire, Academic Self-Efficacy Beliefs Scale, and Preferred Learning Styles Scale. The results of the study showed that students had a neutral perception about electronic assessment and medium level of academic self-efficacy. Also, the results showed that the most preferred learning styles for students were in order: the participatory, competitive, and independent; whereas the least preferred learning styles for students were in order: the cooperative, dependent, and avoidant. Further, the results showed a mediating effect of academic self-efficacy in the relationship between some of the students' preferred learning styles and perceptions about electronic assessment, as well as a direct positive effect of the cooperative learning style on the perception of electronic assessment. The study came out with a set of recommendations and suggestions to enhance students' perceptions of electronic assessment.