## 3 Results
\begin{table}
\begin{tabular}{c c c} \hline \hline
**How would you define your stress level right before** & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**taking the online exam?**} \\ \hline No stress & 13 & 2.5 \\ A little stress & 95 & 18.4 \\ A moderate level of stress & 142 & 27.5 \\ Pretty stressed & 198 & 38.3 \\ Very stressed & 69 & 13.3 \\ \hline
**How would you define your stress level while taking the** & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**online exam?**} \\ \hline No stress & 66 & 12.8 \\ A little stress & 205 & 39.7 \\ A moderate level of stress & 179 & 34.6 \\ Pretty stressed & 51 & 9.9 \\ Very stressed & 16 & 3.1 \\ \hline
**Comparing this remote exam to previous on–site** & & \\
**experiences, what statement would better reflect** & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**your opinion?**} \\ \hline On-site evaluation is normally more stressful & 183 & 35.4 \\ Both types are similarly stressful & 280 & 54.2 \\ A remote exam will make me more stressed than an on-site & 54 & 10.4 \\ one next time & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**Regarding the grade a student gets in an exam, overall:**} & **Frequency** & **Percentage** \\ \hline On-site exams are easier for students & 25 & 4.8 \\ There are no differences regarding the grade a student & 416 & 80.5 \\ may obtain & 76 & 14.7 \\ Remote exams are easier for students & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**Do you consider that remote exams enable the student to**} & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**prove his learning?**} \\ \hline To a greater extent than on-site exams & 27 & 5.2 \\ Both types provide the same opportunity & 455 & 88.0 \\ To a lesser extent than on-site exams & 35 & 6.8 \\ \hline
**Do you consider that the competences acquired are** & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**reflected in an online exam?**} \\ \hline Not at all & 15 & 2.9 \\ Less than on-site exams & 36 & 7.0 \\ The same as on-site exams & 394 & 76.2 \\ More than on-site exams & 10 & 1.9 \\ Totally & 62 & 12.0 \\ \hline
**How would you rate your experience taking, for the first** & **Frequency** & **Percentage** \\ \multicolumn{3}{c}{**time, an online exam in the university?**} \\ \hline I was very disappointed with the experience & 2 & 0.4 \\ I was slightly disappointed with the experience & 20 & 3.9 \\ Neither disappointed nor satisfied & 103 & 19.9 \\ I was moderately satisfied with the experience & 172 & 33.3 \\ I was very satisfied with the experience & 220 & 42.6 \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Frequency table of the self-assessment answers. The first one of these goals, comparing the academic performance between the on-site and the online cohort, and how factors such as age, gender, and academic discipline may influence them is the reason for Table 5, which shows the results of Student's t-distribution for independent samples, comparing both cohorts. \begin{table}
\begin{tabular}{c c c} \hline \hline
**In the second semester, would you like to repeat the** & **Frequency** & **Percentage** \\ \hline I much prefer on-site evaluation & 3 & 0.6 \\ I much prefer on-site evaluation, but I would not mind & 27 & 5.2 \\ taking them online again & 47 & 9.1 \\ I don’t care, both types are the same & 114 & 22.1 \\ I prefer remote exams, but I would not mind taking & 326 & 63.1 \\ \hline
**Do you think that online evaluation has a future, or is it a** & **Frequency** & **Percentage** \\ \hline It is an extravagance which will be abandoned in the future & 1 & 0.2 \\ It will evolve into new and more complex forms & 25 & 4.8 \\ of evaluation & 99 & 19.1 \\ It will adopt a supporting role to the onsite method & 281 & 54.4 \\ with time & 111 & 21.5 \\ \hline
**Sample total** & **517** & **100.0** \\ \hline \hline \end{tabular}
\end{table} 
Table 4: _Cont._