Examination culture in Bangladesh: impact on students, teachers and society

Abstract

The culture of examinations has long embedded in the education system in Bangladesh. Although examinations were first meant to measure the learning process, for a long time getting a good score in the examination become the primary aim of teaching and learning in the classroom. In Bangladesh context, the examinations, particularly the high-stakes examinations have a profound impact on teaching, learning, and society as a whole. This study explores the impact of this culture of examination on students, teachers and the society as a whole. Specifically, this study explores how examination-based education affects the learning behavior, motivation and psychological well-being of students, teaching to the test and the impact on the society. The study further investigates the role of family expectations and social pressure in strengthening exam dependence and advancing inequality in education. The study was conducted using the qualitative approach, taking the form of in-depth interviews with teachers, students and parents. This approach allowed me to document and present the experiences of the participants under the pressure of the exam and how they would see the learning and teaching under the exam-based system. The findings reveal that the high focus on examinations promotes memorization as opposed to in-depth knowledge and critical thinking. Guidebooks, coaching notes and model answers are used by students as a means of delivering good results and this limits creativity and independent thinking. The constant exam stress has adverse effects on the mental health of students, which causes stress, anxiety, emotional burnout, and low motivation to study. There is also pressure on teachers to give high performance in exams, which do not give them a chance to implement creative and student-centered teaching techniques. Furthermore, the curriculum is highly examination based and there is no room to develop skills and have holistic learning. The study also shows that the culture of exam has broader social implications since academic success associates closely with social status and family anticipations. It puts pressure on the students and parents and enhances inequality by prevalence of private coaching. The study concludes that excessive dependence on examinations restricts the real meaning of education and there is need to reform the assessment systems to encourage meaningful learning, creativity, and student wellbeing.