Opinions of Undergraduates on the Use of Electronic Examination in a Nigerian University

Bandele, Samuel Oye; Oluwatayo, James Ayodele; Omodara, Michael Femi

doi:10.5901/mjss.2015.v6n2s1p75

Cited by 6 publications

(3 citation statements)

References 9 publications

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“… 31 and Bandele et al. 32 who reported that students expressed a more positive attitude towards online exams. Similar findings were also observed by Martin et al.…”

Section: Discussionmentioning

confidence: 96%

Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University

Elzainy

Sadik

Abdulmonem

2020

Journal of Taibah University Medical Sciences

208

177

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Objectives During the COVID-19 pandemic, academic institutions are promptly shifting all educational activities to the e-learning format. The present work describes concurrent procedures for online teaching and assessment performed at the College of Medicine, Qassim University, KSA. We also explored the impact of e-learning and assessment on the performance of students and faculty, and the challenges to their sustainability. Methods In this descriptive cross-sectional study, we recorded the number and duration of different online educational activities during the COVID-19 pandemic. Training sessions for various procedures of virtual classrooms and online assessments were organised for teachers and students. A newly established e-assessment committee arranged different online assessments. A comparison between the mean problem-based learning (PBL) grades of the same students was conducted either face-to-face or online. A student satisfaction survey and online staff focus group about the online learning experiences were conducted, and weekly staff perception reports were prepared. The results obtained were then analysed. Results A total of 620 virtual classrooms were successfully implemented over 994 h including theoretical lectures, PBL sessions, seminars, and tutorials. A significant increase in the mean PBL grades was observed for female students during the online sessions. Out of the basic year students and staff, 58.82% reflected their high satisfaction towards virtual classrooms, online assessment, and online workshops. Conclusion The present study elaborates on the benefits of e-learning and assessment. We observed higher student achievements and promising staff perceptions with obvious improvement in their technological skills. These findings support the shift towards future implementation of more online medical courses.

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“… 31 and Bandele et al. 32 who reported that students expressed a more positive attitude towards online exams. Similar findings were also observed by Martin et al.…”

Section: Discussionmentioning

confidence: 96%

Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University

Elzainy

Sadik

Abdulmonem

2020

Journal of Taibah University Medical Sciences

208

177

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“…Studies have shown that medical students have shown keen interest and have positive experience using online assessments for both formative and summative assessments [9,[19][20][21]. Elzainy et al stated that majority of the faculty in their study appreciated the tremendous…”

Section: Discussionmentioning

confidence: 99%

Formative Electronic Assessments During Covid-19 Lockdown in Second Phase Medical Undergraduates

Palappallil

Sujatha

2021

Asian J Pharm Clin Res

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Objective: Electronic learning and assessment was embraced in medical education worldwide following the COVID-19 pandemic. This study was done to determine the perceptions of medical undergraduates on formative electronic assessments conducted during COVID-19 lockdown and to estimate the mean marks scored in these assessments. Methods: This was a descriptive study done for a period of 3 months on online platform. Six online formative assessments were conducted on Google Forms or Kahoot. A questionnaire was administered as Google Form to collect the perceptions of the participants on perceived ease of use of platform, attitude, and practice adopted in online assessments. Data were analyzed using SPSS 16. Results: The response rate was 97.7%. Kahoot was perceived to be easier with lesser technical glitches and privacy concerns as compared to Google, while it was equivocal in terms of access assessment links, output storage, display clarity, overall user interface, network issues, need for computer literacy, and eyestrain caused. The participants had a positive attitude regarding the usefulness of online assessments however majority liked the traditional assessments more than the online assessments. While less than one-third (22%) had copy pasted some answers, more than half (54.4%) had referred to internet and more than three quarter (79.6%) had referred to textbooks/power points/notes while attending online assessments. Conclusion: The participants felt that Google Forms and Kahoot were comparable online assessment tools except for difficulty in filling, privacy concerns, and technical issues on Google Forms. The usefulness of online assessments was embraced by the participants but they felt that the traditional assessments were to be continued, while attending online assessments some students had referred to the internet or study materials.

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“…Many studies have been done on electronic examination system. Bandele et al [8] suggested that colleges should accept electronic examinations; expand programs for quality examinations and valid examination results; offer sufficient human and material resources to operate electronic examinations effectively; and make undergraduates able to obtain proficiency in computer and operation of electronic examinations for desirable success of the system. Osang [9] applied electronic examination system in college teaching in Nigeria, and results show that 81.9% of lecturers are proficient in computer, while the remaining 28.4% is being accustomed to the use of basic computer skills.…”

Section: Introductionmentioning

confidence: 99%

Construction of Electronic Examination and Education Platform for Financial Management

2016

Int. J. Emerg. Technol. Learn.

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For existing shortcomings in the application of traditional and paperless examination systems in teaching financial management, this study proposed a scheme to construct electronic examination and education platform for the said course. Electronic examination system, which meets the needs of students, teachers, and administrators, has been achieved by analyzing the demand for electronic examination of financial management. This study introduced the design of the electronic examination system and the implementation method of main function modules thoroughly; analyzed the difficulties in module development process; and finally proposed the thought of further expansion and improvement. This research indicates that electronic examination system can objectively and fairly reflect the real level of students, improve examination efficiency, and promote finance teaching efficiency and effect well.

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Opinions of Undergraduates on the Use of Electronic Examination in a Nigerian University

Abstract: The study investigated opinions of university undergraduates on the use of electronic examination (e-exams

Cited by 6 publications

References 9 publications

Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University

Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University

Formative Electronic Assessments During Covid-19 Lockdown in Second Phase Medical Undergraduates

Construction of Electronic Examination and Education Platform for Financial Management

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