Impact of Exam-Oriented Education System on Undergraduate Students’ Cognitive, Affective and Psychomotor Competencies

Abstract

There is a growing concern regarding learners' incompetencies due to the prevalent exam-oriented education systems in many countries worldwide. This quantitative research aimed to investigate the influence of exam-oriented education on students' cognitive, affective, and psychomotor competencies. The study employed Bloom's theoretical framework, based on the cognitive, affective, and psychomotor domains. A survey questionnaire was administered to a sample of 200 BS English students from a private sector university in Pakistan to collect data on the perceived impact of exam-oriented education on their competencies in the cognitive, affective, and psychomotor domains. The results revealed that exam-oriented education negatively affected students' competencies across all three domains. Specifically, in the cognitive domain, the participant students reported a lower ability to think critically, creatively, and analytically. In the affective domain, students reported lower emotional intelligence and motivation to learn. Lastly, in the psychomotor domain, students reported a reduced ability to demonstrate and apply practical knowledge. This study emphasized the need to reassess the effectiveness of exam-oriented education systems to develop alternative approaches that could promote a more holistic development of undergraduate students' competencies. The findings have important implications for policymakers, educators, and practitioners involved in designing and implementing educational policies and practices.