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© Proceedings of the Ruhuna Quality Assurance Sessions 2021 (RUQAS 2021)
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21 September 2021

Methodology

The primary data was collected using a pre-tested google questionnaire. Students who participated in
an online presentation-evaluation session of the Industrial Training (a 2/6 credit course for separate

degrees) were the respondents of this study. The purposive sampling method was used to collect data

from 125 undergraduates. The sample included 88 BSc. in Agricultural Resource Management &
Technology, 24 BSc in Agribusiness Management, and 13 BSc in Green Technology undergraduates

following their respective programmes.

The online assessment conditions were as follows.

1. Students were provided with instructions to prepare and submit documents and video recording

of the presentation

2. Guidelines to effectively engage in online presentation evaluation were provided to both
evaluators and students.

3. Students were informed about the current progress of the presentations using the presentation

status update mechanism (Google Excel Sheet)

4. Introduced contingency plan to minimize disturbances during the evaluation

The questionnaire consists of four main parts. The first part was to identify participants' demographic

features, the second part to examine their competency level for online software tools, the third part to
identify predominant issues encountered during the online presentation evaluation program and finally,

open-ended questions to explore their suggestions on the internet based evaluation. The fundamental

issues experienced during the online presentation evaluation were analyzed under four major aspects;
convenience of the evaluation, technical complications, importance of personal interaction, and

presentation skills, and extra-linguistic features. Under these principal aspects, students were requested
to give their feedback regarding compatibility, preparedness, immediate feedback, student-instructor

interaction, technical errors, distractions, presentation delivery skills on a Five Point Likert Scale
ranging from strongly disagree to strongly agree. A Google form was sent to all the undergraduates

(137) who have participated in the online evaluation. However, 125 undergraduates responded to the

google form displaying a 91% of response rate for the survey.

The data were analyzed using SPSS statistical software. The descriptive statistics were used to
demonstrate the undergraduates' socio-economic features, and the Wilcoxon Signed-Rank test was

conducted to analyze the weight of the effect of each factor for the online evaluation during the

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