PERCEPTION, ATTITUDE AND SATISFACTION OF UNDERGRADUATE STUDENTS ON E-ASSESSMENT OF UNIVERSITIES IN NIGER STATE, NIGERIA

Abstract

E-assessment plays a significant role in the educational sector offering lecturers innovative ways of assessment. E-assessment provide Students with immediate and targeted feedback on their work, allows Students’ more than one attempt at an answer, present questions in a predetermined or random order, be used for diagnostic, formative or summative assessment, direct students to additional reading or resources if they are having difficulty, increases students’ digital literacy, increases student engagement, and record highly detailed information. Unfortunately, Nigerian universities are yet to fully explore e-assessment in their educational activities, which may be due to inexperienced students with computer or with the online assessment method, students not having access to computers and internet connection, also poor technical infrastructure development. Hence, this study assessed undergraduate students’ perception, attitude and satisfaction on e-assessment in universities in Niger State, Nigeria. The study adopted a descriptive survey research design. Samples of 380 Students were selected using Multi stage Sampling Technique. The study was guided by 6 research questions and three corresponding research hypotheses. A researcher-designed structured questionnaire was used for data collection that was validated by four experts. The questionnaire was pilot tested and the data obtained were subjected to statistical analysis using Cronbach Alpha Correlation Formula and reliability coefficients of 0.75, 0.81, and 0.74 were obtained for perception, attitude and satisfaction of e-assessment respectively. Descriptive statistics of Mean and Standard Deviation were used to answer the research questions. Findings of the study revealed students’ positive perception, attitude to e-assessment with grand means of 3.73 and 3.30 respectively, students’ satisfaction of e-assessment with a grand mean of 3.39. Independent samples t-test analysis showed that t = 0.068, p>0.05 indicating no significant difference in the mean response of male and female university students’ level of perception of e-assessment, t = 0.011, p>0.05 indicating no significant difference in the mean response of male and female university students’ level of attitude of eassessment. However, Independent samples t-test analysis reported that t = 0.011, p<0.05 indicating a significant difference in the mean response of male and female university students’ satisfaction of e-assessment. In light of the findings, it was recommended that University management should collaborate with experts in ICT and education to develop 21st-century learners centred applications for assessment with interactive elements to correct challenges and anomalies faced by students with immediate feedback that can further strengthen the use of e-assessment in tertiary institutions.