Test Anxiety, Autonomy, and Academic Performance: A Comparative Study of Students with Visual Impairment Using Human Writers versus Assistive Technology During Examinations

Abstract

This study examines the impact of examination accommodations on the psychological and academic experiences of university students with visual impairments in Pakistan. It particularly aims at comparing how human writers (scribes) and assistive technologies influence test anxiety, perceived autonomy, and performance. A quantitative research design was used, based on a cross-sectional survey method. A standardized questionnaire was used to gather data on 101 visually impaired students in higher education institutions with key variables being test anxiety, learner autonomy, academic performance, and type of examination accommodation. The purpose of the study was to determine the difference in the experience of students depending on the kind of accommodation they used during exams. Students with assistive technology reported greater levels of autonomy and independence since they could directly engage with examination material. Conversely, learners who used human writers indicated a reduction in autonomy and experienced problems with communication, time management, and reliance during tests. Independent Samples t-tests, one-way ANOVA statistical analyses indicated that there were statistically significant differences in test anxiety, perceived autonomy, and academic performance depending on the type of accommodation and demographic variables. The findings also revealed that better academic performance was related to increased autonomy and reduced anxiety. Moreover, the institutional support, access to assistive technologies, and access to trained staff were also named as significant determinants of the overall experiences of students. The results can be of benefit to policymakers, educators, and institutions as they can be used to formulate evidence-based policies to ensure more equitable, accessible, and inclusive assessment systems in higher education.