Students’ experiences and academic performance are influenced by the physical and logistical conditions of the examination environment. The cleanliness of the examination venue, air circulation, lighting provision, and arrangements of furniture are fundamental to creating a conducive atmosphere for a positive examination experience ( Barri, 2020 ). Research has proven that dirty and poorly maintained facilities negatively affect students’ experience in examinations ( Swargiary, 2023 ). Similarly, the adequacy of lighting and ventilation has been highlighted as critical; poorly lit and poorly ventilated spaces can cause physical discomfort, eye strain, and heightened stress levels ( Asadi et al., 2024 ; Felgueiras et al., 2023 ; Kapoor et al., 2021 ).

Furthermore, it has emerged that the quality of sanitary facilities is a significant determinant of student satisfaction during examinations. Inaccessible and substandard lavatories engender needless anxiety among students, hindering their ability to concentrate during assessments. Students frequently report that such conditions affect their well-being, which results in heightened distraction and discomfort ( Qadeer et al., 2024 ; Swargiary, 2023 ). Another perilous factor is the arrangement and ergonomics of furniture in examination rooms. In lengthy examinations and assessments, inadequate furniture and uncomfortable seating arrangements disrupt physical posture, negatively impacting concentration and stamina. Equally, well-spaced and ergonomically designed furniture enhances students’ physical comfort, fostering a more conducive environment for academic performance ( Boampong et al., 2015 ; Dobreva, 2012 ).

Documented research has shown the psychological pressures associated with examinations, predominantly for first-year students ( Bedewy & Gabriel, 2015 ). Test anxiety shows a widespread influence, manifesting through emotional, physiological, and cognitive disturbances. Notably, first-year university students are particularly vulnerable to these negative impacts since they are frequently unfamiliar with the requirements and rigour of tertiary-level assessments ( Hamzah, Mat, Bhagat, Amaran et al., 2018 ).

Students’ time allocation and preparatory techniques have a great impact on how well they perform academically. Learners who exhibit expert skills in managing their time tend to approach examinations with a high level of confidence and a reduced level of apprehension ( Wilson et al., 2021 ). These potentials empower students to allocate sufficient time for preparation, thereby reducing the probability of last-minute cramming, which has been shown to increase stress, panic and anxiety, leading to suboptimal performance.

Moreover, early inculcation of time management practices into students’ academic trajectories equips them with essential planning and prioritization skills, which enable them to effectively meet their academic requirements ( Calonia et al., 2023 ; Valente et al., 2024 ). Preparation methodologies significantly influence outcomes. Students who underestimate the rigour of university examinations or employ ineffective study strategies tend to underperform. Conversely, adopting active learning techniques such as participating in study groups, seeking academic support, and utilising evidence-based study methods has been associated with improved academic performance ( Munna & Kalam, 2021 ; Nurbavliyev et al., 2022 ; Zerdani & Lotfi, 2021 ).

Furthermore, invigilators conduct, and practices during examinations have been identified to impact students’ experiences greatly. Invigilators who provide impartial oversight, clear instructions, and supportive conduct contribute meaningfully to a positive examination environment. Studies have proven that when invigilators maintain a composed and professional demeanour during exams, students’ performance and confidence increase while anxiety reduces ( Awoniyi et al., 2024 ; Cameron et al., 2022 ). Conversely, instances of unprofessional conduct, such as favouritism, ambiguous communication, or excessively stringent monitoring, have been demonstrated to exacerbate students’ stress levels and impede their performance. Consequently, a supportive and respectful relationship between students and invigilators can play a crucial role in mitigating examination-related anxiety and fostering an environment conducive to assessment ( Butakor & Mingah, 2024 ; Harlen & Deakin Crick, 2002 ; Starovoytova & Arimi, 2021 ).

Other scholars have also identified institutional policies and infrastructure. Other scholars have also identified institutional policies and infrastructure to shape students’ examination experiences. Higher education institutions that allocate resources to support systems, including accessible feedback mechanisms, well-maintained facilities, and effective examination policies, tend to achieve higher student satisfaction and retention levels. In transparent and student-centered assessment practices, it is ensured that students perceive the examination process as equitable and impartial ( Altinay et al., 2024 ; Amoako et al., 2023 ).

In addition, gender disparities in enrolment in Science, Technology, Engineering and Mathematics (STEM) programmes, affect students’ examination experiences ( Makarova et al., 2019 ; Wang et al., 2023 ). The United Nations Educational, Scientific, and Cultural Organization (UNESCO) identified several obstacles hindering women’s engagement in STEM disciplines. Some of these obstacles include social prejudices, unequal resource allocation, and a scarcity of prominent female examples in these fields ( UNESCO, 2017 ). These factors influence female enrolment and affect their self-efficacy and examination performance. Educational institutions must address these disparities by implementing targeted support mechanisms for underrepresented groups and fostering inclusive environments ( Wube et al., 2024 ).

Further studies have also been carried out on the design and conduct of examinations as crucial factors in ensuring that assessments accurately reflect students’ skills and knowledge. Despite the extensive use of traditional approaches to writing examinations, it may not fully capture the diversity of students’ abilities and learning styles. Alternative approaches such as oral examinations, practical assessments, and online tests offer enhanced flexibility and inclusivity, allowing for a comprehensive evaluation of competencies ( Asamoah, 2019 ; Huxham et al., 2012 ; Quansah, 2018 ). When examinations are aligned with course objectives, it enhances effective learning and lessens the need for rote memorization. Alternatively, a poorly aligned assessment may negatively influence students’ motivation and may fail to yield meaningful insights into their academic development.

While the literature provides valuable insights into the factors affecting students’ examination experiences, significant research gaps remain, particularly in the context of first-year university students in developing countries ( Adamu et al., 2021 ; Ghaleb, 2024 ; Giesenbauer & Müller-Christ, 2020 ; Javaid et al., 2024 ). The unique challenges students encounter at the University for Development Studies (UDS), where infrastructural challenges, resource constraints, and socio-demographic disparities may be more pronounced, warrant further investigation. This study, therefore, examines the factors that influence the initial examination experiences of students in the School of Engineering and the Faculty of Physical Sciences at UDS. By analyzing the conduct of the examination, this study seeks to identify key areas for improvement. The findings will provide recommendations for the conduct of examinations, mitigating stress, and supporting student success. Furthermore, the study will contribute to the broader discourse on improving the examination environment in higher education institutions, emphasizing the need for equitable and student-centered approaches to assessment.

This investigation further emphasizes the significance of comprehending and addressing the challenges encountered by first-year university students, particularly during their initial examinations. By establishing a conducive and supportive examination environment, institutions can enhance student satisfaction, promote academic achievement, and facilitate the holistic development of future professionals.

This study was conducted at the University for Development Studies (UDS), Ghana. It focused on first-year students at the School of Engineering and the Faculty of Physical Sciences, Nyankpala campus. The University is the first public university in northern Ghana, located in the Tolon District, and was established in May 1992 under PNDC law 279 to address developmental inequalities and promote access to quality education in Northern Ghana. The University promotes academic excellence and community engagement as an academic institution, seamlessly combining teaching with research to address societal issues. Its Third Trimester Field Practical Programme (TTFPP) signifies its commitment to experiential and socio-economic transformation ( UDS, 2025 ). Based on the region’s socio-economic and infrastructure challenges, this setting is the best choice for examining first-year students’ examination experience. Figure 1 depicts the GPS coordinates for the University location in the map of the District, Tolon.

A mixed-method design approach was used to investigate the predictors of students’ experiences with their first examination at the University. In this method, both the qualitative and quantitative methods are integrated to comprehend the research problem. The qualitative design focused on capturing in-depth and descriptive insights into students’ subjective experiences. Semi-structured interviews and focus group discussions facilitated a flexible and nuanced exploration of the challenges encountered during examinations. The quantitative design utilized a structured questionnaire to collect numerical data on key variables such as students’ perceptions of the examination environment, invigilator conduct, and infrastructural challenges. The quantitative approach facilitated statistical analysis, identifying trends and correlations ( Oranga & Matere, 2023 ). This dual design ensures data triangulation, enhancing the findings’ reliability and validity.

The study employed a purposive sampling technique, targeting 225 first-year students who had recently participated in their initial university examinations of the 2022/23 academic year first-trimester examination. Purposive sampling was deemed appropriate as it enabled the researchers to focus specifically on the School of Engineering and Faculty of Physical Sciences, which possessed direct and relevant experiences of the factors under investigation. This sample size was adequate for qualitative and quantitative analyses, ensuring rich and diverse data collection.

The target population was the entire University for Development Studies student body. The sample size then comprised first-year students at the School of Engineering and the Faculty of Physical Sciences at UDS—Nyankpala campus. These students were selected as they represent the cohort experiencing their initial university-level examinations, thus constituting an ideal population for assessing the challenges and perceptions associated with this critical transition.

Quantitative data from the questionnaires were analyzed utilizing the Statistical Package for the Social Sciences (SPSS) and Microsoft Excel. Descriptive statistics, including frequencies and percentages, were employed to summarize the data, whilst inferential statistical techniques were applied to identify trends and relationships among variables. Qualitative data from interviews and focus group discussions were subjected to thematic analysis. Transcripts were systematically coded to identify recurring themes and patterns, providing a clear understanding of students’ experiences. Integrating quantitative and qualitative findings facilitated a comprehensive interpretation of the results.

Ethical principles were rigorously adhered to throughout the study. Before consenting, subjects were provided comprehensive information regarding the study’s objectives, methodologies, and potential risks. Their participation was entirely voluntary. All data were anonymised to safeguard participants’ identities, and responses were treated with strict confidentiality. Ethical approval was obtained from the appropriate institutional review board at UDS, ensuring compliance with academic and ethical standards.

Gender distribution among the 225 respondents was 82.7% male and 17.3% female ( Figure 2 ). These results are consistent with UNESCO (2017) and Wube et al. (2024) , highlighting the global underrepresentation of females in STEM fields. This observation could be attributed to societal stereotypes, gender biases, and limited access to role models, identified as significant barriers to female participation in STEM disciplines. The gender disparity observed in this study emphasizes the need for targeted initiatives to promote gender equity in the School of Engineering and Faculty of Physical Sciences at UDS.

Many respondents were within the 15 - 20 (50.7%) and 21 - 25 (44.4%) age ranges, with only 3.1% and 1.8% falling within the 26 - 30 and 31 - 35 age groups, respectively ( Figure 3 ). These findings align with the typical undergraduate age demographic ( Education Policy and Data Center, 2018 ), particularly in STEM disciplines, where students often pursue higher education immediately after secondary school. Furthermore, the Faculty of Physical Sciences recorded the highest enrollment, with 63.6% of respondents, compared to 36.4% from the School of Engineering ( Figure 4 ). Despite the long-standing presence of the School of Engineering, the higher enrollment in the Faculty of Physical Sciences suggests a preference for exploring theoretical and natural sciences over the applied problem-solving focus of engineering disciplines.

Approximately 66.7% of respondents described their first examination paper as successful, 14.2% reported it as unsuccessful, and 19.1% expressed uncertainty about their performance ( Figure 5 ). The high percentage of successful perceptions reflects a generally positive initial experience, likely influenced by personal preparation and conducive environmental factors. A student responded, “I felt confident during the exam because I had prepared thoroughly. The questions were fair, and I managed my time well”. Another, in response to the questions posed, indicated, “The exam went smoothly for me. The environment was quiet, and I didn’t feel stressed, which helped me perform well”.

However, the significant proportion of students reporting unsuccessful or uncertain outcomes highlights challenges that may have hindered optimal performance. One responded, “I struggled with time management and couldn’t complete all the questions. It felt overwhelming”. Another also indicated that “Some of the questions were unexpected, and I panicked, which affected my performance”. The student indicating uncertainty stated that, “I answered all the questions, but I’m not sure if my responses were correct. I’ll have to wait for the results to be sure”.

Most (94%) of the respondents affirmed that examination questions reflected the course outline, with only 6% disagreeing. Some of their quoted responses were, “The exam questions were exactly what we covered in class. I wasn’t surprised by any of them.” another stated, “I found the exam fair because it followed the topics outlined in the syllabus. My preparation paid off.” A few of the respondents who disagreed indicated that “While most of the exam was familiar, a few questions seemed outside what was emphasized in class”.

This high level of alignment indicates a strong correlation between instructional content and assessment, which is crucial for ensuring fair evaluation. Misaligned examinations can undermine students’ trust in the academic process and adversely affect performance.

The study revealed that 68% of respondents found the examination rooms conducive, 25% reported them as “somehow conducive,” and 6.2% found them entirely unconducive ( Figure 6 ). The first respondent reporting a conducive environment indicated that “The room was spacious, well-ventilated, and quiet, which made it easy to concentrate”, the second, “The seating arrangement was good, and there were no distractions. I felt comfortable throughout the exam.”, and the third was “The lighting was adequate, and there was minimal noise, which helped me focus on my work”. A conducive environment minimises stress and fosters concentration, while inadequacies such as poor lighting, ventilation, and seating arrangements detract from students’ experiences, as reported in earlier studies ( Boampong et al., 2015 ; Felgueiras et al., 2023 ; Kapoor et al., 2021 ; Swargiary, 2023 ). Additionally, the cleanliness of toilet facilities/washrooms emerged as a significant concern, with 52.9% of respondents expressing dissatisfaction and 47.1% indicating satisfaction. Clean and hygienic facilities are essential for maintaining students’ comfort and well-being during examinations. Poor sanitary conditions not only create physical discomfort but also heighten stress and anxiety, detracting from the overall examination experience.

The study highlighted the role of invigilators in conducting examinations and creating a conducive atmosphere. The study found that 52% of respondents perceived the invigilators’ conduct as professional, while 48% described it as unprofessional ( Figure 7 ). For those reporting that invigilators’ conduct was professional, the first stated, “The invigilators were professional and approachable. They gave clear instructions and helped reduce exam anxiety”, the second, “They maintained a calm environment and were respectful when addressing students,” and the third “One invigilator even reassured us to stay relaxed before the exam started, which helped”. For those reporting invigilators being unprofessional, the first stated, “Some invigilators were too strict and created unnecessary tension in the room”, the second, “They kept walking around and staring at us, which made me feel uncomfortable.” And the third “When I asked for clarification on a question, the response was dismissive and unhelpful”.

Positive interactions with invigilators contribute to a supportive atmosphere, reducing anxiety and fostering better performance. Conversely, unfriendly or overly strict invigilators may increase stress levels, negatively impacting students’ focus and confidence ( Awoniyi et al., 2024 ; Cameron et al., 2022 ).

Respondents provided valuable recommendations for improving examination conditions ( Table 1 ). Key suggestions from approximately 27% of respondents emphasised the need to improve lighting systems in examination rooms to reduce eye strain and ensure a fair assessment environment. “The administration should ensure all examination rooms have proper lighting to prevent eye strain and enhance readability.”

Additionally, 26.1% of students recommended enhancing ventilation, highlighting issues such as faulty fans and windows that hinder proper air circulation. Some responses were “Proper ventilation should be prioritized by fixing broken fans and ensuring windows can be opened for fresh air”, “Installing more fans or air-conditioning units in crowded exam halls would significantly improve comfort levels.” and “To reduce heat and discomfort, the institution should regularly inspect and maintain ventilation systems”.

About 24.6% of respondents stressed the importance of establishing feedback channels to enable students to provide suggestions or raise concerns about examination processes. Some responses were “A formal feedback system should be introduced to allow students to share their concerns and suggestions about exams”, “Creating an online portal or suggestion box for exam-related feedback would help improve future assessments” and “The administration should consider periodic student surveys to gather insights on examination conditions”.

Furthermore, 22.3% suggested diversifying examination formats to accommodate different learning styles and evaluate a broader range of skills. Some responses were “The examination system should include multiple formats such as oral exams, practical assessments, and coursework to accommodate different learning styles”, “Alternative assessment methods should be considered to evaluate a broader range of skills beyond written tests”, and “A more inclusive approach to examinations, such as incorporating presentations and problem-solving exercises, would better reflect students’ abilities”.

The study revealed several factors negatively impacting students’ examination experiences at the University for Development Studies. These militating factors include infrastructural, psychological, and procedural challenges that hindered the creation of an entirely conducive examination environment for first-year students.

The physical conditions of the examination venues emerged as a critical concern. While 68% of respondents found the examination rooms conducive, the remaining 32% described them as “somehow conducive” or “not conducive,” citing issues such as poor lighting, inadequate ventilation, and uncomfortable seating arrangements.

These inadequacies contributed to physical discomfort, diminished focus, and heightened anxiety levels, as supported by previous research linking ergonomic deficiencies to suboptimal academic performance ( Boampong et al., 2015 ; Kapoor et al., 2021 ).

Sanitation presented another significant infrastructural challenge, with 52.9% of respondents expressing dissatisfaction with the cleanliness of washroom facilities. Unhygienic conditions served as a source of distraction and anxiety, emphasising the necessity for well-maintained sanitary infrastructure to support student well-being during examinations.

Psychological stressors, including examination anxiety and unfamiliarity with tertiary-level assessment protocols, disproportionately affected first-year students. These challenges were exacerbated by perceived unfavourable invigilator conduct, reported by 48% of respondents. Stringent or unsupportive behaviour from invigilators frequently increased students’ stress levels, compromising their concentration and self-assurance during examinations ( Awoniyi et al., 2024 ).

The study also identified deficiencies in procedural aspects of the examination process. For instance, while 94% of respondents affirmed that examination questions were aligned with course content, the absence of effective feedback mechanisms left many students feeling inadequately prepared to address future challenges. Furthermore, the reliance on traditional written examinations without exploring diverse formats limited the assessment’s inclusivity and failed to accommodate students’ varied learning styles.