Influences of exit examinations on students’ choices of learning strategies and resources in the College of Health Sciences and Medicine at Wolaita Sodo University, Ethiopia – Nature .Com 21:39

• Open access
• Published: 03 April 2026

• Demissie Dalelo Hankebo, 
• Mengistu Meskel Koyira & 
• Tamene Naba 

Humanities and Social Sciences Communications , Article number:  (2026) Cite this article

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Abstract

This study investigated the impact of exit exams on learning strategies, students’ study behaviors, and the utilization of learning resources among five health science programs: Nursing, Midwifery, Medical Laboratory Science, Public Health, and Pharmacy at Wolaita Sodo University. Data were collected from 170 undergraduate students who took exit exams during the 2023/24 academic year through a survey, open-ended questions and registrar’s office documents. The quantitative results showed that exit exams significantly influenced the learning strategies of Medical Laboratory and Midwifery students, while Public Health students experienced the least impact. Nursing students reported the highest level of exam pressure when using learning resources, primarily relying on test blueprints, handouts, and course modules. Thematic analysis revealed that examination stress, time pressure, and anxiety led to surface and strategic approaches to learning, thereby narrowing students’ resource utilization and hindering deep learning. Conversely, a few students exhibited resilience and a mastery-oriented approach, highlighting individual differences in coping styles. While there were significant disciplinary differences in students’ attitudes towards exit exams, gender did not appear to influence these attitudes. The study found that although exit examinations meet accountability and competency assurance requirements, they inadvertently foster a culture of stress and surface learning. To address these issues, the study recommends implementing discipline-sensitive, competency-based assessment models that incorporate formative assessments and psychosocial support, balancing accountability with student well-being. The College of Health Sciences and Medicine need to establish student support mechanisms, promote diverse assessment methodologies, and enhance access to learning resources to facilitate reflective and collaborative learning. This approach aims to transform exit examinations from high-stakes barriers into opportunities for deep learning, professional development, and lasting educational success. Future research should explore the longitudinal impacts of these exams and evaluate practices across multiple institutions.

Data availability

Data Availability Statement: All raw and processed datasets, survey instruments, coded open-ended responses, and analysis materials that support this study are openly available through the OSF repository at the following link: https://osf.io/nvmpb/overview?view_only=57240504daff436ebf2132a8fb7bb4ea.

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Acknowledgements

The authors acknowledge Wolaita Sodo University for providing helpful data for the study. Accordingly, we would like to thank Ototna College of Health Sciences and Medicine’s top officials, program leaders and graduates of the 2023 academic year for their valuable engagement and data contribution for the study. Further, the college Research Review Committee approved the research and provided an “Ethical Clearance Certificate” with Ref.no WSU 41/40/1380, on the date 08/11/2023 (the Certificate attached). The committee scrutinized the research and indicated its consent to conduct the study in line with the regulations of Wolaita Sodo University’s Research Ethics Guidelines.

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Authors and Affiliations

1. Wolaita Sodo University, Wolaita Sodo, EthiopiaDemissie Dalelo Hankebo, Mengistu Meskel Koyira & Tamene Naba

Contributions

All the authors were involved in the study’s design, literature review, gathering the information, analysis, and interpretation of the study.

Corresponding author

Correspondence to Demissie Dalelo Hankebo.

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Competing interests

The authors declare no competing interests.

Ethical approval

Ethical clearance for this research was granted by the Institutional Research Review Committee (IRRC) at the Vice President’s Office for Research and Community Service of Wolaita Sodo University (Certificate No. WSU-IRRC/022/0223). The research was authorized to be conducted from November 8, 2023, to November 8, 2024. All research procedures involving human subjects were conducted in accordance with ethical guidelines, ensuring voluntary participation, informed consent, respect for the rights and dignity of participants, confidentiality of the information provided, and protection from any potential harm to the subjects.

Informed consent

In accordance with the ethical clearance obtained from the Ethical Clearance Board at Wolaita Sodo University, and prior to the commencement of the research, the lead researcher obtained informed consent from the graduates and academic leaders. Participants were given information about the purpose of the study, their right to participate or decline, their right to remain anonymous, how their data would be utilized, their rights regarding publication, the option to withdraw from the study, and the assurance that participation involved minimal risk.

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Hankebo, D.D., Koyira, M.M. & Naba, T. Influences of exit examinations on students’ choices of learning strategies and resources in the College of Health Sciences and Medicine at Wolaita Sodo University, Ethiopia. Humanit Soc Sci Commun (2026). https://doi.org/10.1057/s41599-026-07105-2

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• Received03 January 2025
• Accepted16 March 2026
• Published03 April 2026
• DOIhttps://doi.org/10.1057/s41599-026-07105-2