IIARD International Institute of Academic Research and Development

WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY (WJIMT )

E-ISSN 2504-4766
P-ISSN 2682-5910
VOL. 8 NO. 5 2024
DOI: 10.56201/wjimt.v8.no5.2024.pg56.70

---

Acceptability of Online Examinations and Educational Development in Nigerian Universities: Experience from Distance and E-learning Practice

Yinus, S.O, Adeoye O.O, Osunniyi J.S, Oyedeji, Y.O

---

Abstract

The adoption of online examinations in tertiary institutions, particularly during and after the COVID-19 era, has gained traction due to its potential to enhance learning outcomes. However, its adaptability and flexibility also make it susceptible to misuse, posing challenges to widespread acceptance and adoption. The extent to which online examinations influence educational development within Nigerian universities, especially in the context of distance and eLearning practices remains underexplored. This study examines stakeholders' perceptions of factors influencing the acceptance and adoption of online examinations and their impact on educational development in Nigerian universities. Using a purposive sampling technique, an online survey was conducted with 216 staff members of Ladoke Akintola University, Distance and eLearning Centre, including LSS, IAG, Technical Support, e-tutors/lecturers, and center administrators. A total of 197 valid responses were obtained, representing a 91% retrieval rate. Data were analyzed using descriptive statistics, correlation, and multiple regression at a 95% confidence level. The findings reveal that variables such as Performance Expectancy, Social Influence, and Personal Innovativeness significantly influence online examination adoption and are positively correlated with educational development (P < 0.0001). This underscores the importance of these factors in driving the acceptance and effective implementation of online examination practices. By prioritizing these variables, educational institutions can foster greater adoption of online examinations, ultimately enhancing learning outcomes and contributing to the broader goals of educational development. Consequently, it is recommended that Nigerian universities, particularly those embracing distance education, prioritize improving technology infrastructure and investing in capacity building to strengthen online examination systems and pr

keywords:

Online Examination, Nigerian Universities, eLearning

---

References:

Akaaboune, O., Blix, L. H., Carrington, L. G., & Henderson, C. D. (2021). Accountability in
Distance Learning: The Effect of Remote Proctoring on Performance in Online
Accounting
Courses.
Journal
of
Emerging
Technologies
in
Accounting.
https://doi.org/10.2308/jeta-2020-040
Alessio, H. M., Malay, N. J., Maurer, K., Bailer, A. J., & Rubin, B. (2017). Examining the
Effect
of
Proctoring
on
Online
Test
Scores.
Online
Learning,
21(1).
https://doi.org/10.24059/olj.v21i1.885
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and challenges of using e-assessment.
International Journal of Information and Education Technology, 8(1), 34–37.
Anderson, C., & Gades, P. (2017). Proctoring exams in an online environment.
Appiah, M., & Tonder, F. V. (2018). E-Assessment in Higher Education: A Review. IJBMER,
9(6), 1454–1460.
Arend, B. D. (2007). Course assessment practices and student learning strategies in online
courses. Journal of Asynchronous Learning Networks, 11(4), 3-17.
Boitshwarelo, B., Reedy, A. K., & Billany, T. (2017). Envisioning the use of online tests in
assessing twenty-first century learning: A literature review. Research and Practice in
Technology Enhanced Learning, 12(1), 1–16.
Boldyrevskii, P., Vinnik, V., Zalessky, M., Grigoryan, M., & Pravodelova, E. (2022).
Evaluation of the effectiveness of the use of digital educational technologies in the
educational process of a university. Human Resource Management within the
Framework of Realisation of National Development Goals and Strategic Objectives.
Human resource management within the framework of realisation of national
development
goals
and
strategic
objectives.
https://doi.org/10.56199/dpcsebm.pegw5399
Cherry, G., O’Leary, M., Naumenko, O., Kuan, L.-A., & Waters, L. (2021). Do outcomes from
high stakes examinations taken in test centres and via live remote proctoring differ?
Computers and Education Open, 2, 100061.
Cho, S.-H., & McCardle, K. F. (2009). The Adoption of Multiple Dependent Technologies.
Operations Research, 57(1), 157–169. https://doi.org/10.1287/opre.1080.0534
Çelen, F. K., Çelik, A., & Seferoglu, S. S. (2011). Yüksekö?retimde çevrim-içi ö?renme:
Sistemde ya?anan sorunlar ve çözüm önerileri. Journal of European Education, 1(1),
25-34.
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and
authenticity. Edmonton: Athabasca University Press.
Fawns, T., & Schaepkens, S. (2022). A matter of trust: Online proctored exams and the
integration of technologies of assessment in medical education. Teaching and Learning
in Medicine, 34(4), 444–453.
Gamage, K. A. A., De Silva, E. K., & Gunawardhana, N. (2020). Online Delivery and
Assessment during COVID-19: Safeguarding Academic Integrity. Education Sciences,
10(11), 301. https://doi.org/10.3390/educsci10110301
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher
education: A review of the literature. Computers & Education, 57(4), 2333–2351.
https://doi.org/10.1016/j.compedu.2011.06.004
Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis
Prentice Hall Pearson Education.
Hall, E. A., Spivey, C., Kendrex, H., & Havrda, D. E. (2021). Effects of Remote Proctoring on
Composite Exam Performance Among Student Pharmacists. American Journal of
Pharmaceutical Education, 8410. https://doi.org/10.5688/ajpe8410
Heidenreich, S., & Talke, K. (2021). Consequences of mandated usage of innovations in
organizations: Developing an innovation decision model of symbolic and forced
adoption. Academy of Marketing Science Review, 10. https://doi.org/10.1007/s13162-
020-00164-x
Hillier, M., & Fluck, A. (2017). Transforming exams-how IT works for BYOD e-Exams. In H.
Partridge, K. Davis, & J. Thomas (eds.), Proceedings of the 34th International
Conference on Innovation, Practice and Research in the Use of Educational
Technologies in Tertiary Education – ASCILITE 2007 (pp. 100-105). University of
Southern
Queensland.
Retrieved
3
January
2021,
from
https://2017conference.ascilite.org/program/conference-proceedings.
Jonsdottir, A. H., Bjornsdottir, A., & Stefansson, G. (2017). Difference in Learning Among
Students Doing Pen-and-Paper Homework Compared to Web-Based Homework in an
Introductory Statistics Course. Journal of Statistics Education, 25(1), 12–20.
https://doi.org/10.1080/10691898.2017.1291289
Jönsson, A., & Eriksson, U. (2019). Formative Assessment in Higher Education: An Example
from Astronomy. In Handbook of Formative Assessment in the Disciplines. Routledge.
Keane, T., Linden, T., Hernandez-Martinez, P., & Molnar, A. (2022). University Students’
Experiences and Reflections of Technology in Their Transition to Online Learning
during
the
Global
Pandemic.
Education
Sciences,
12(7),
https://doi.org/10.3390/educsci12070453
Kharbat, F. F., & Abu-Daabes, A. S. (2021). E-proctored exams during the COVID-19
pandemic: A close understanding. Education and Information Technologies, 26(6),
6589–6605.
Keskin, Ö. G. K., & Güne?, A. (2015). Online s?nav sistemlerinde güvenlik sorunlar? ve güvenli
online s?nav giri? uygulamas?. E?itim ve Ö?retim Ara?t?rmalar? Dergisi, 4(4), 48-54.
Kawachi, P. (2003). Initiating intrinsic motivation in online education: Review of the current
state of the art. Interactive Learning Environments, 11(1), 59-81.
Mari State University, Fedorova, S. N., Golikova, N. D., & Mari State University. (2022).
Digital competence of the educational process parties. Vektor Nauki Tol’yattinskogo
Gosudarstvennogo Universiteta. Seriya Pedagogika i Psihologiya, 2, 36–42.
https://doi.org/10.18323/2221-5662-2022-2-36-42
Marchalot, A., Dureuil, B., Veber, B., Fellahi, J. L., Hanouz, J. L., et al. (2017). Effectiveness
of blended learning in comparison with traditional teaching: A study on first-year
medical residents. Journal of Education and Training, 4(2), 120-133.
Mayhew, E. (2018). Implementing electronic management of assessment: Four key barriers
faced by higher education providers moving to online submission and feedback.
Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2083
Nangawe, A. G. (2015). Adoption of web-based assessment in higher learning institutions
(HLIs). Journal of Applied Research in Higher Education, 7(1), 113–122.
https://doi.org/10.1108/JARHE-03-2014-0036
Ndibalema, P. (2021). Online Assessment in the Era of Digital Natives in Higher Education
Institutions. International Journal of Technology in Education, 4(3), Article 3.
https://doi.org/10.46328/ijte.89
Ocak, G., & Karaku?, G. (2021). Undergraduate students’ views of and difficulties in online
exams during the COVID-19 pandemic. Themes in eLearning, 14, 13-30.
Okocha, F.O., Eyiolorunshe, T. & Oguntayo, S. (2017): Student Acceptance of Blended
Learning In Nigeria Advances in Multidisciplinary & Scientific Research Journal. Vol.
No.1, Pp 43-50
Paredes, S. G., de Jesús Jasso Peña, F., & de La Fuente Alcazar, J. M. (2021). Remote proctored
exams: Integrity assurance in online education? Distance Education, 42(2), 200–218.
https://doi.org/10.1080/01587919.2021.1910495
Ryznar, M. (2020). Giving an online exam. Indiana University Robert H. McKinney School of
Law
Research
Paper
No.
2020-
16,
Retrieved
3
January,
from
https://ssrn.com/abstract=3684958.
Smith, E., Clarke, L., Carmona, P., & Cerimagic, S. (2017). Academic fraudulence in online
degrees and exams at Australian universities. International Journal of Research and
Development Organization, 3(2), February 2017
Shorey, S., Kowitlawakul, Y., Devi, M. K., & Chen, H. (2017). Blended learning’s impact on
nursing students’ self-efficacy, satisfaction, and attitudes towards communication
skills. Nurse Education Today, 57, 50-5

DOWNLOAD PDF

---

Back