Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Samson Worku Teshome
Jigdan College, Ethiopia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
A SYSTEMATIC LITERATURE REVIEW OF HIGHER EDUCATION EXIT EXAMS AND GENDER Samson Worku Teshome
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 2 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i2.2714

Abstract

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.
Co-Authors