School project topic students’ perception of JAMB computer based examination in UNIZIK

STUDENTS’ PERCEPTION OF JOINT ADMISSION AND MATRICULATION BOARD COMPUTER BASED EXAMINATION IN NNAMDI AZIKIWE UNIVERSITY AWKA, ANAMBRA STATE, NIGERIA

ASSESSMENT OF STUDENTS’ PERCEPTION OF JOINT ADMISSION AND MATRICULATION BOARD COMPUTER BASED EXAMINATION IN NNAMDI AZIKIWE UNIVERSITY AWKA, ANAMBRA STATE, NIGERIA

ABSTRACT

This study focused on the “Assessment of student‟s perception of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka, Anambra state, Nigeria. The study had five objectives; five research questions and three hypotheses. Relevant literatures to the study were reviewed and all cited authorities were dully acknowledged at the reference. Ex- fact research design was used to conduct the study. The target population of this study was 972 students, which comprise of first year undergraduate students of 2014/2015 session in the faculty of education, Nnamdi Azikiwe University. Sample size of 274 students‟ was selected using simple random sampling technique with Krijcie and Morgan (1970). A structured four modified likert scale questionnaire were adopted and content validity was used to validate the instrument. A pilot study was conducted on 10 students in the faculty of engineering. It gave reliability co-efficient (r) of 0.787 for section B, while C is 0.797 and D was 0.864 alpha using crobanch alpha statistics. Questionnaires were personally distributed by the researcher and only 272 questionnaires were returned representing 99.1% of the 274 questionnaire administered. The mean and standard deviation was used to answer the research questions and Mann Whitney test was used to test hypotheses one, while the Kruskal Wallis test was used to test hypotheses two and three at p≤ 0.05 level of significance. The study revealed that students general perceived Joint Admission and Matriculation Board computer based examination is that computer based examination was a concrete and rewarding experience and also computer based examination as enjoyable than paper based examination. The study also revealed that poor computer literacy affect students‟ perception on computer based examination and lack of a well designed examination instruction on the use of computer based examination. Based on these findings it was concluded that the management of Joint Admission and Matriculation Board should take into cognizance the perception of students towards computer based examination for full operational of the innovative techniques in Nigeria. It was recommended that students should be encouraged to improve their computer literacy so as to enhance their flexibility during the Joint Admission and Matriculation Board computer based examination. The Federal Ministry of Education should totally eradicate the use of paper pencil examination to pave way for full implementation of computer based examination in Nigeria in order to meet up with the world best practices.

 

  TABLE OF CONTENTS  
Title Page i
Declaration iii
Certification iv
Dedication v
Acknowledgement vi
Abstract vii
Table of Contents viii
List of Tables xiii
List of Abbreviation xii
Operational Definition of Terms xiv
CHAPTER ONE: INTRODUCTION  
1.1 Background to the Study 1
1.2 Statement of the Problem 6
1.3 Objectives of the Study 8
1.4 Research Questions 9
1.5 Research Hypotheses 10
1.6 Significance of the Study 10
1.7 Scope of the Study 12
CHAPTER TWO: REVIEW OF RELATED LITERATURE  
2.1 Introduction 13
2.2 Conceptual Framework 13
2.3 Rationale for Introducing ICT in Educational Assessment 22
  viii  
2.4 An Over View of Computer Based Examination in Education 27
2.5 Students general Perception of Computer Based Examination 31
2.6 Impact of Gender Influence on Students Perception of Computer Based  
  Examination 33
2.7 Factors Associated with Student‟s Perception on the Use of Computer  
  Based  Examination 36
2.8 Empirical Studies 38
2.9 Summary of Related Literature 49
CHAPTER THREE: RESEARCH METHODOLOGY  
3.1 Introduction 51
3.2 Research Design 51
3.3 Population of the Study 51
3.4 Sample and Sampling Technique 52
3.5 Instrumentation 52
3.5.1 Validity of the Instrument 53
3.5.2 Pilot Testing 53
3.5.3 Reliability of the Instrument 54
3.6 Procedure for Data Collection 54
3.7 Procedure for Data Analysis 55
CHAPTER FOUR: DATA ANALYSIS  
4.1 Introduction 56
4.2 Demographic Information 56
4.3 Answers to the Research Questions 57
4.4 Hypotheses Testing 65
4.5 Summary of Findings 67
4.6 Discussion of Findings 68

CHAPTER FIVE: SUMMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction 72
5.2 Summary 72
5.3 Recommendation 74
5.4 Conclusion 75
5.5 Limitations of the Study 76
5.6 Suggestion for Further Studies 76
  References 78
  Appendices 89
LIST OF TABLES  
Table 2.1: Rationale for Introducing ICT in Education 26
Table 3.1: Distribution of Students of Faculty of Education and Gender 52
Table 3.2: Distribution of Sample Size 52
Table 4.1: Distribution of Respondents by Gender 56
Table 4.2: Distribution of Respondents by Age 56
Table 4.3: Distribution of Respondents by Type of Educational  
Qualification 57
Table 4.4: Perception of Students on Computer Based Examination 58
Table 4.5: Students‟ Gender Difference on Computer Based Examination 60
Table 4.6: Factors that Determine Students‟ Perception on  
The Use of Computer Based Examination 62
Table 4.7: Descriptive Mean Statistics of Age Group Difference of Students‟  
Perception on Computer Based Examination 63
Table 4.8: Descriptive Mean Statistics of Educational Qualification Differences  
Of Students‟ Perception on Computer Based Examination 64
Table 4.9: Mann Whitney Test of the Perception of Respondents of  
Computer Based Examination Based on Respondent Gender 65
Table 4.10: Kruskal Wallis Test of Perception of Respondents on   Computer  
Based Examination based Respondent Age 66
Table 4.11: Kruskal Wallis Test Perception of Respondents on Computer Based  
Examination on the Basis of Respondent Educational Qualification 67

 

INTRODUCTION

1.1  Background to the Study

 

Information and communication technology is presently perceived as a propelling force in attaining global economic development. Nwagwu (2006) states that the rapid rate at which information and communication technologies has evolved since the mid 20th century, the convergence and pervasiveness of information and communication technologies give them a strong role in development and globalization. It equally refers to a definite knowledge acquired or supported about something or somebody or collected facts and data about a specific subject. Obiekezie and Onyema (2000) opine that communication is the process of transferring ideas, skills or aptitudes from one person to another accurately and satisfactorily.

 

Okoye (2005) perceives information and communication technology as the use of electronic means to collect data, process, store, retrieve and make available different types of messages to people around the world. McGorry (2002) postulated that information and communication technology has the potential to remove the barriers that are causing the problems of low rate of education in any country; it can be used as a tool to overcome time and distance barriers. The field of education has been affected by information and communication technology which have undoubtedly affected teaching, learning and research, (Yusuf, 2005). Education is the driving force of economic and social development in any society, it is necessary to find ways to make education of good quality, accessible, and affordable to all, using the latest technology available to propel the national educational system to greater level with cutting edge technologies.

 

Ocho (2005) perceives education as the transmission of what is desirable to individuals to make them knowledgeable and contributing members of the society. The great innovations in our entire life influence directly or indirectly the systems that control our knowledge, skills and behavior. The evolution of our culture is one of the major indicators for this change. Assessment as a part of the educational system is exposed to the same changes. According to Uysal and Kuzu (2009) the rapid advancement of information and communication technologies in teaching and learning has shifted the paradigm from paper-pencil based to computer based system of examination to minimize examination malpractice and grade students automatically. Sadiq and Onianwa (2011) are of the view that it is becoming commonplace to see institutions across educational strata adopt computer based examination and assessment to admit or screen students for entrance examination into higher institutions in Nigeria. This is a relatively new phenomenon in Nigeria for conducting examination at all levels of our educational sector.

 

Using computers to assist assessment task has been an interesting research topic for decades for educational researchers across the globe. Whittington, Bull, and Damson, (2000) believe Computer based examination is the form of assessment in which the computer is an integral part of question „‟paper‟‟ delivery, response storage, marking of response or reporting of results from a test or exercise (examination). Conole and Warburton (2005) is of the view computer aided assessment for assessing students learning, learning is no more divided; there is no more digital separation between school environment and work place experience. This is because students are exposed to computer knowledge and the use of internet facilities in teaching and learning has bridged the gap between the school and the world at large.

 

The term, computer based examination which is usually called computer assisted testing, computer aided assessment, computer based assessment, online assessment, web based assessment and e-assessment are such activities which includes the designing and delivery of assessment, markings by computers or humans assisted by scanners, educational software and online tools and all processes of reporting, storing and transferring of data associated with public and internal assessments. Computer based examination is an end to end electronic assessment process where information and communication technology is used for presentation of assessment activity and the recording of responses as well as evaluating results. Joint Information Systems Committee

 

  • Qualification and Curriculum Authority (2008) this includes the end to end assessment process from the perspective of learners, tutors, facilitators, learning bodies/establishment, test organization/companies, degree awarding bodies and regulators and the general public.

 

Davey (2011) noted that a wide assortment of options are now available for using a computer to present information, facilitate interaction and collect responses in ways not possible with traditional examination based items. Assessment is central to the practice of education. If education is the life wire of every society; assessment should be the life wire of education. For student‟s good performance, understanding and perception on high stake assessment gives access to further educational opportunities and employment for teachers and schools; as it provides evidence of success as individual and institutions. According to Jim and Sean (2006) assessment systems provide the ways to measure individual and institutional success and so can have profound driving influence on systems they were designed to serve.

 

However, in an early study of computer based examination and paper pencil examination versions of Graduate Record Examination (GRE) Parshall and Kromrey (1993) found out that examinee‟s gender, race, qualification and age were associated with the test mode although the results varied across the three sub-scales (verbal, quantitative and analytic) of the Graduate Record Examination. Becker (2006) questioned “digital equity” in computer access, computer use, and age and state-level technology policies when considering digitalized examination. In a related view, Haertel (1999) argues that these tests not only show how students to learn, but also, students show higher engagement in the learning process irrespective of individual age of the student in higher institution, this is as result of the influence information and communication technologies in education and human life have bridge the age use of computerized/network tool among learners. Deco and Crawford (2008) asserted that academic performance is the process of measuring the student‟s auxiliary behavior which must be acquired at the lower level of the learning structure and terminal performance during and at the end of instruction. Ayo, Akinyemi, Adebiyi, and Ekong (2007) also see e- examination as a system that involves the conduct of examination through the web or the intranet.

Elemary and Abu (2006), state that schools, examination bodies and agencies around the world establish connection to the internet and teacher and students gain proficiency with navigating through the vast quantity of readily available information. The web can be a dynamic tool capable of assisting educators in propelling learning, exiting and competing levels and of bringing education and examination or assessment to any student anywhere at any time. One of the potentials of the computer web or internet connectivity is the ability to conduct examination through electronic means; students can be assessed at their own place in e- classroom. Awosiyan (2010) quoting Olu Jegede, former Vice-chancellor of NOUN, says that e-examination was introduced to address series of anomalies being encountered in the manual tests. He said that the e-examination would remove all human errors recorded in manual examination and create opportunity for students to access their results immediately.

 

Technology adoption model is one of the well known models related to technology acceptance and use is the technology acceptance model originally proposed by Davis in 1986. TAM has proven to be a theoretical model in helping to explain and predict user behavior of information technology (Legris, Ingham and Collerette, 2003). TAM is considered an influential extension of theory of reasoned action (TRA), according to (Ajzen and Fishbein, 1980). Davis (1989) and Davis, Bagozzi and Warshaw (1989) proposed TAM to explain why a user accepts or rejects information technology by adapting TRA. TAM provides a basis with which one traces how external variable influence belief, attitude, and intention to use. Two cognitive beliefs are posited by TAM; Perceived usefulness and Perceived ease of use. According to TAM, ones actual use of a technology system is influenced directly or indirectly by the user‟s behavioural intentions attitude, perceived usefulness of the system and perceived ease of the system. TAM also proposes that external factors affect intention and actual use through mediated effects on perceived usefulness and perceived ease of use and appears to be able to account for 40 percent to 50 percent of user acceptance as well evolved overtime.

In the past, various methods were employed in examining the ability of an individual, starting from oral to written, practical to theoretical and paper and pencil to electronic. The present information and communication technology method of assessing students in Joint Admission and Matriculation Board is the use of electronic computer systems in place of manual or paper and pencil method which is characterized by massive examination malpractices, including examination leakage, impersonation, demand for gratification by agents, bribe taking by supervisors of examination and to absolve the latest innovation in the world of teaching, learning and training. It is against this background that this study is to assess the true situation with regards to the student‟s perception of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka because Joint Admission and Matriculation Board key started computerized examination for the last three years.

1.2     Statement of the Problem

Information and communication technology now controls all aspects of human life such as science and technology and in education in the areas of computer managed instruction and computer aided instructions which are the bases of computer in education like computer based examination as it is commonly called. Joint Admission and Matriculation Board adopted the use of computer based examination to assess students who seeks admission in Nigerian universities. The purpose of computer based examination is to stop manipulation of candidate‟s examination scores, monitor student‟s

cognitive understanding, and improve academic programs and ICT proficiency. It is also aimed at eradicating examination malpractices, quick release of examination results and enhance students‟ learning through vast online materials and reduce to barest minimum, the problems faced by the traditional method of examination i.e. Paper –pencil based assessment.

 

Computer based examination are assessment backbone in the modern digital era without which effective assessment and evaluation may not be realized. Further, the system advantages associated with computer based examination is important to explore the assessment mode and opinion of the students being assessed. To comply with this demand, student‟s perception on the advantages and disadvantages of computerized examination is important, since user‟s perceptions and criticism are crucial in the acceptance, implementation and improvement of computerized examination.

 

Despite the effectiveness of computer based examination in modern assessment process, it happens to be mismanaged by joint admission and matriculation board in Nigeria. The use of computer based examination which is the backbone of modern examination was degraded to a limited trend. Computer based examination is a programmed assessment with the aid of computer based technologies and students‟ are marked automatically through the response and answers submitted by every individual students and scores been sent to their mobile phone or by checking the website. These deny the aspect of taking into cognizance the perception of students been assessed by the management of joint admission and matriculation board through online assessment feedback. This causes lapses on computer based examination and inevitable decline on the use of computerized examination method by students‟ which affects their perception towards the use of the latest innovation. In view of the above problems this study therefore, seek to undertake an assessment of students‟ perception of joint admission and matriculation board computer based examination in Nnamdi Azikiwe University, Awka.

1.3         Objectives of the Study

 

This study is aimed at assessing the perception of students on the computer based examination; specifically the study sought to find out:

 

  1. Examine the perception of students on the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka.

 

  1. Find out the difference between male and female students‟ perception on the use of

 

Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka.

 

  1. Ascertain the factors that determine students‟ perception on the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka.

 

  1. Determine the difference between the age groups on the perception of students‟ on the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka.

 

  1. Find out the difference between educational qualification of students‟ on their perception of the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka.

 

1.4    Research Questions

 

The following research questions are drawn to guide the study:

  1. What is  the  perception  of  students‟  on  the  use  of  Joint  Admission  and

Matriculation Board on computer based examination in Nnamdi Azikiwe University, Awka?

  1. What is the difference between male and female students‟ perception of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka?
  2. What are the factors that determine students‟ perception on the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka?
  3. What is the difference of age groups of students‟ perception on the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka?
  4. To what extent does educational qualification of students‟ determine their perception of the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka

1.5     Research Hypotheses

The following null hypotheses were formulated for the study:

 

  1. There is no significant difference between the perception of male and female student‟s on the use of Joint Admission and Matriculation Board on computer based examination in Nnamdi Azikiwe University, Awka.
  2. There is no significant difference in the perception of student‟s in different age range of the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka.
  3. There is no significant difference among students of different educational qualifications on their perception on the use of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka.

1.6    Significance of the Study

This research work would be significant to Joint admission and matriculation board, Nnamdi Azikiwe University ICT directorate, other Universities, instructional designers, school administrators, curriculum developers, professional associations, students and lecturers on the areas of student‟s perception and view towards information and communication technology in education. The findings from this study would create awareness for the management of Joint Admission and Matriculation Board to know student‟s perception on the use of computer based examination and improves on its present status. Also, it would assist Joint Admission and Matriculation Board to find out what have been the students‟ constraints and factors on the use of computer based  examination and to improve their mode of operations in computer based examination. The finding of this would be of benefits to students, lecturers, National Examination Bodies and universities in Nigeria.

The study could help provide universities and other educational establishments with useful information or fact on the level of information and communication technology resources, computer literacy and compliance of students by providing to them adequate training of the required manpower to help teach them the much needed manipulative skills to students or candidate. The result of this research study will help both Federal and State Government to lay more emphasis on Computer or ICT in education and budget more funds to our educational sector as recommended by UNESCO and for the full implementation of ICT in education in Nigeria.

It will also enable all education stakeholders like the teachers, educational planners, curriculu and instructional designers with other professional associations in the system to design and redesign the mode of examination (education) from traditional conventional method to computerized based method (digitalized) method of assessment or education to be introduce at all levels of our educational system from primary to secondary schools to help teach, equip and prepare students ahead of the new innovative of joint admission and matriculation board computer based examination and other internal and external digitalized examination to fit in the informative age, as the whole world is shifting the assessment paradigm with advance ICT technologies for quality assessment delivery. It will further provide empirical evidence of computer based examination.

1.7 Scope of the Study

This study was focused on the “Assessment of students‟ perception of Joint Admission and Matriculation Board computer based examination in Nnamdi Azikiwe University, Awka. It was limited to students of Faculty of Education in Nnamdi Azikiwe University. In addition, only the first year undergraduate students of Faculty of Education in the university participated as respondents to the questionnaire that was administered, this is because the study does not cut across faculties and subject areas. The variables considered were gender, age, qualification and nature of entrance examination

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