The research explores the first examination experiences of 225 first-year students from the Faculty of Physical Sciences and the School of Engineering at the University for Development Studies (UDS), Tamale, Ghana. Using the mixed method approach, the study underscores the significance of gender disparities in enrolment, with females representing only seventeen (17.3%) of respondents, reflecting the wider challenges in STEM representation. Also, a total of ninety-four (94%) participants found examination questions aligned with course content, suggesting an effective curriculum delivery. However, sixty-six (66.7%) described their performance as successful, fourteen (14.2%) indicated failure, and nineteen (19.1%) were uncertain, emphasising varied preparedness levels. Environmental factors also played a vital role: sixty-eight (68%) considered examination venues conducive, and issues such as inadequate lighting and poor ventilation continued. In addition, fifty-two (52.9%) of respondents indicated that sanitation deficiencies in washrooms undesirably affected them. Invigilators’ conduct during the exams was another mixed factor, with fifty-two (52%) perceived as friendly and forty-eight (48%) as unfriendly, influencing stress and focus. Students recommended improving infrastructural aspects, including lighting and ventilation, while diversifying examination formats and establishing feedback mechanisms to enhance the assessment experience. These findings underscore the need for systemic interventions to create an equitable and supportive examination environment that fosters academic excellence and reduces stress.
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