Abstract
PurposeThis study aims to develop a model for readiness measurement and to study readiness levels for online testing of undergraduate students in Thailand’s distance education programs.Design/methodology/approachIn total, 870 undergraduate students enrolled in the 2022 academic year of a Thai university were sampled for the study. The samples were divided into two groups: Group 1 comprised 432 students who underwent exploratory factor analysis (EFA) and Group 2 comprised 438 students who underwent second-order confirmatory factor analysis (CFA). Both were multi-stage random samples. Descriptive statistics, item-total correlations (ITCs), coefficient correlations, EFA and second-order CFA were used.FindingsThe readiness for the online testing model comprised 5 factors and 33 indicators. These included self-efficacy (SE) in utilizing technology (nine indicators), self-directed learning (SL) for readiness testing (six indicators), adequacy of technology (AT) for testing (five indicators), acceptance of online testing (AC) (seven indicators) and readiness training for testing (six indicators). The model was congruent with empirical data, and the survey results indicated that students were highly prepared at the “high” level.Practical implicationsThis study disclosed several factors and indicators involved in the readiness for online testing. The university may use these findings in preparing its students for online testing for better achievement.Originality/valueThese findings may serve as a framework for the analysis of the readiness issues for online testing of undergraduate students and also offer guidance to the universities preparing to offer online testing.
Published Version
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