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All Journal Journal of Research in Instructional ANWARUL: Jurnal Pendidikan dan Dakwah Bulletin of Educational Management and Innovation Indonesian Journal of Educational Management and Leadership EDUMALSYS Journal of Research in Education Management International Journal of Pedagogy Indonesian Journal of Multidisciplinary and Educational Researcher ALSYSTECH Journal of Education Technology International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences Journal of Education Policy and Management Studies Journal of Indonesian Progressive Education Indonesian Journal of Education Teaching and Learning IJITL JGMDS
Teshome, Samson Worku
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Addressing Gender in Higher Education Exit Exams: A Systematic Literature Review Teshome, Samson Worku
Journal of Gender and Millennium Development Studies Vol. 2 No. 1 (2025): JGMDS, Volume 2, Issue 1 (2025): May-October Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v2i1.79

Abstract

Background: Exit exams in higher education are crucial for certifying student competency and ensuring academic quality. However, growing attention has been directed toward gender-related disparities in exam performance, perceptions, and outcomes, raising concerns about fairness and equity in assessment practices. Objective: This systematic review aims to explore how gender influences students’ experiences with exit exams in higher education, focusing on performance, perception, and broader implications for equity and quality assurance. Method: Using the PRISMA framework, a comprehensive search was conducted across multiple academic databases. From an initial pool of 587 articles, 32 studies published between 1994 and 2024 were selected based on predefined inclusion criteria. Data extraction focused on study objectives, methodologies, contexts, and gender-specific findings. Result: The findings reveal that while female students often achieve performance levels equal to or higher than their male peers, they report elevated levels of test anxiety and face systemic biases that affect their exam experiences. Sociocultural norms, exam design, and institutional policies significantly contribute to these disparities. Conclusion: Gender differences in exit exam experiences underscore the need for inclusive and equitable assessment systems. Addressing these disparities requires reforms in exam design, support mechanisms, and institutional practices that account for gender-specific challenges. Contribution: This review contributes to the literature by systematically synthesizing evidence on gender and exit exams, highlighting the need for gender-sensitive assessment practices and offering recommendations for policy and educational reform in higher education.
Gender and Exit Exams in Higher Education: A Systematic Literature Review Teshome, Samson Worku
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.31

Abstract

This study aims to systematically review existing literature on the relationship between gender and exit exams in higher education, identifying key trends, challenges, and gaps in current research. This systematic review explores the intersection of gender and exit exams in higher education, synthesizing findings from 20 studies published between 1994 and 2024. The review examines how gender influences students’ performance, perceptions, and outcomes related to exit exams, as well as the broader implications for equity and quality assurance in higher education. Using the PRISMA framework, a comprehensive search was conducted across academic databases, yielding 587 articles. After screening for relevance, 32 studies were included based on predefined inclusion criteria. Data extraction focused on authorship, objectives, methodologies, geographic contexts, and gender-specific issues. The results reveal significant disparities in how male and female students perceive and perform in exit exams, with women often reporting higher anxiety levels but demonstrating comparable or superior performance in certain disciplines. The narrative analysis highlights the role of sociocultural factors, institutional policies, and exam design in shaping these outcomes. This review underscores the need for gender-sensitive approaches to designing and implementing exit exams, ensuring equitable opportunities for all students.
A Quantitative Study of Examinees’ Perceptions of the Design and Development of Higher Education Exit Exams: The Case of JIGDAN College Teshome, Samson Worku; Kibret, Belay Tefera; Fantaye, Girma Lemma
International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i2.5469

Abstract

This research explores how students perceive the design of exit exam in Ethiopia at JIGDAN College, focusing on the Accounting and Finance and Management departments. Adopting a quantitative case study method, the study assesses the effectiveness, fairness, and overall quality of higher education exit exam design. Data were gathered through structured questionnaires completed by 127 students that took exit exam in 2023 and 2024, yielding critical insights into their experiences. Census was used since the number of students was small. The findings reveal that while students appreciate the clarity of guidelines and the relevance of exam content to their coursework, concerns emerge regarding the representation of diverse backgrounds and the integration of ethical issues. The results indicate a significant need for improved stakeholder involvement to better align assessments with industry standards. Additionally, students expressed a desire for exit exam that incorporate practical applications and ethical dilemmas, highlighting the importance of preparing them for real-world challenges. Recommendations for enhancing exit exam design include increasing clarity and accessibility of guidelines, promoting inclusivity through diverse input, strengthening collaboration with industry stakeholders, and integrating ethical considerations into assessments. By addressing these areas, the Ministry of Education can improve the effectiveness and fairness of its exit exams, ultimately better preparing students for successful careers. This research contributes to the ongoing discourse on exit exam and underscores the necessity of aligning academic evaluations with the evolving demands of the professional landscape. Future studies should explore the implementation of these recommendations and their impact on students’ outcomes and perceptions, fostering a continuous improvement approach to exit exam design.
Exit Exams and Stakeholders Engagement in Higher Education: Systematic Literature Review Teshome, Samson Worku
International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i2.5623

Abstract

Exit exams in higher education have been a subject of extensive research due to their potential impact on educational quality, student outcomes, and stakeholder engagement. This systematic literature review aims to explore the role of exit exams in higher education, focusing on stakeholder engagement, including students, faculty, administrators, and policymakers. Using the PRISMA framework, the researcher conducted a comprehensive search of academic databases, identifying 19 relevant studies to the topic. The review highlights the objectives, methods, and findings of these studies, with a particular emphasis on how stakeholders are engaged in the design, implementation, and evaluation of exit exams. The results indicate that stakeholder engagement is critical for the success of exit exams, yet it remains under-researched in many contexts. The review concludes with recommendations for future research and practice, emphasizing the need for inclusive stakeholder engagement strategies to enhance the effectiveness of exit exams in higher education.
Efficacy of Accommodation Strategies for Students with Disabilities in Undergraduate Exit Exams: A Systematic Literature Review Teshome, Samson Worku
International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i2.6162

Abstract

Exit exams in higher education function as critical evaluative tools to verify that students satisfy academic criteria prior to graduation. However, the integration of disability accommodations within these assessments remains insufficiently explored, raising concerns about equity and accessibility. This systematic review synthesizes current literature on the intersection of exit exams and disability, focusing on the challenges, strategies, and outcomes experienced by students with disabilities. Employing the PRISMA framework, 31 studies were analyzed, uncovering notable gaps in standardized accommodations and limited evidence regarding the long-term impacts of these exams on students with disabilities. While individualized accommodations, such as extended time, alternative formats, and flexible scheduling demonstrate potential to enhance fairness, systemic barriers persist, including inconsistent implementation and resource constraints. The review emphasizes the application of universal design principles to develop inclusive assessments that serve all students. Furthermore, it highlights the necessity of educator training and policy reforms to mitigate disparities. Key findings indicate that although accommodations improve immediate exam performance, their effects on long-term academic and career outcomes warrant further investigation. This study contributes to advancing educational equity by providing actionable recommendations for policymakers, educators, and researchers aimed at fostering more inclusive assessment practices.
The Silver Lining of Higher Education Exit Exams—Global Perspectives: A Systematic Review Teshome, Samson Worku
International Journal of Pedagogy Vol. 3 No. 01 (2025): International Journal of Pedagogy
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/ijp.v3i01.26612

Abstract

Exit exams in higher education serve as a critical tool to assess students' proficiency and ensure they meet academic and professional standards before graduation. These exams evaluate critical thinking, subject mastery, and alignment with program learning outcomes, while also providing insights into curriculum strengths and weaknesses. This systematic literature review synthesizes the advantages and disadvantages of exit exams by analyzing 24 peer-reviewed studies sourced from databases such as ERIC, Google Scholar, and Wiley. The review follows PRISMA guidelines and employs PICO to structure research questions, ensuring methodological rigor. The significance of this study lies in its comprehensive analysis of exit exams' dual impact, offering valuable insights for policymakers, educators, and institutions. Findings reveal that exit exams enhance quality assurance, standardize assessments, and improve student performance, but they also pose challenges such as increased stress, equity concerns, and potential curriculum narrowing. By highlighting best practices and pitfalls, the review aids in designing balanced assessment strategies that maximize benefits—such as accountability and employability—while mitigating drawbacks like student anxiety and inequity. This contributes to ongoing debates about educational quality and reform, providing evidence-based recommendations for optimizing exit exam implementation in higher education.
Accountability and Exit Exams in Higher Education: A Systematic Literature Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5496

Abstract

Exit exams have become a significant tool in assessing student competency and ensuring accountability in educational systems worldwide. This systematic literature review aims to explore the relationship between exit exams and accountability in higher education, focusing on their impact on educational quality, student outcomes, and institutional performance. Utilizing the PRISMA framework and the PICO strategy, the researcher conducted a comprehensive search of relevant studies published between 1999 and 2024. The review synthesizes findings from 34 studies, highlighting the role of exit exams in enhancing accountability, the challenges associated with their implementation, and their effects on students and institutions. The results indicate that while exit exams can improve educational standards and accountability, they also pose significant challenges, including increased stress for students and potential inequities. The discussion emphasizes the need for balanced policies that consider both the benefits and drawbacks of exit exams. This review contributes to the ongoing debate regarding the role of exit exams in higher education and provides recommendations for policymakers and educators.
Systemic Inequalities in Higher Education Exit Exams: A Systematic Literature Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5746

Abstract

Exit exams in higher education are commonly utilized as tools for quality assurance; however, their implications for systemic inequalities remain inadequately examined. This systematic literature review investigates the extent to which exit exams contribute to or alleviate disparities related to socioeconomic status, race, and institutional resources. Applying the PRISMA framework, the review analyzes 32 peer-reviewed studies from varied national contexts, including Ethiopia, India, the United States, and Germany. The findings indicate that exit exams disproportionately disadvantage marginalized student populations due to structural inequities in exam design, unequal access to preparatory resources, and disparities in institutional support. In Ethiopia, for instance, rural students confront significant linguistic and infrastructural barriers, while African American students in the United States are often subject to culturally biased test content. These examinations have been found to exacerbate dropout rates, constrain curricular breadth, and introduce substantial financial burdens—particularly for students from low-income backgrounds. The review highlights the need for policy reform focused on inclusive assessment strategies, equitable educational support systems, and pedagogical frameworks that address diverse learner needs. It emphasizes that fair assessment practices are critical for advancing educational equity and social justice within higher education systems. Future research should further explore issues such as digital accessibility, longitudinal impacts on career trajectories, and alternative models of student evaluation that prioritize fairness and inclusivity.
Factors Affecting Students’ Performance in Undergraduate Exit Exams: A Systematic Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5854

Abstract

Exit examinations play a pivotal role in higher education by evaluating students’ preparedness for professional practice and maintaining academic quality. However, performance on these assessments is shaped by a complex interplay of psychological, institutional, and socio-economic factors. This systematic review investigates the determinants influencing students’ performance in exit exams across undergraduate programs. Guided by the PRISMA framework, a comprehensive literature search was conducted across major academic databases to identify peer-reviewed studies published between 1983 and 2024. Following a rigorous screening and quality appraisal process, 37 studies were included for analysis. The synthesis reveals four dominant themes influencing performance: academic preparedness, mental health status, institutional support structures, and the high-stakes nature of the assessments. Notably, high-stakes exams were consistently associated with heightened stress and test anxiety, contributing to suboptimal outcomes, while structured academic support and adequate preparation correlated positively with exam success. Additionally, socio-economic disparities and variations in institutional resources emerged as moderating variables. The review underscores the need for holistic educational strategies that balance rigorous assessment with student well-being. It recommends future longitudinal research to explore causal relationships and long-term impacts of exit examinations. The findings offer practical guidance for educators, policymakers, and academic institutions seeking to improve assessment practices and foster equitable academic outcomes in higher education.
An Overview of Autonomy in Higher Education: A Systematic Review of the Meaning, Dimensions, Challenges, and Future Directions of Autonomy Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.6270

Abstract

Autonomy in higher education has become a central focus in academic discourse as institutions confront the evolving demands of globalization, accountability, and governance reform. This systematic literature review synthesizes current research on the concept of autonomy in higher education, examining its definitions, core dimensions, prevailing challenges, and future trajectories. Employing the PRISMA framework, a comprehensive search and selection process resulted in the inclusion of 44 scholarly articles. The analysis identifies four principal dimensions of institutional autonomy: academic, financial, organizational, and staffing. Key challenges include the tension between autonomy and accountability, increasing external pressures from governments and market forces, and the implications of internationalization. The review also outlines emerging directions for research and practice, including the development of adaptive governance frameworks and the strategic use of digital technologies to strengthen institutional independence. The findings emphasize the role of autonomy in promoting innovation, academic excellence, and institutional resilience amidst growing global and regulatory pressures. This review offers valuable insights for policymakers, university leaders, and scholars, contributing to the broader dialogue on higher education governance.
Co-Authors Fantaye, Girma Lemma Kibret, Belay Tefera Woldegerima, Haileselassie