Perceived Usefulness and Ease of Use of Online Examination System: A Case of Institute of Accountancy Arusha

Semlambo, Adam; Almasi, Kabeya; Liechuka, Yusuph

doi:10.18535/ijsrm/v10i4.ec08

Cited by 7 publications

(7 citation statements)

References 15 publications

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“…However, it must be acknowledged that such systems are not reliable for certain kinds of examinations; they can only be reliable for examinations such as multiple-choice questions, true and false, marching items, and short answers. (Farzin, 2016;Semlambo, Almasi, & Liechuka., 2022). Other advantages of online assessiment include reducing chances for cheating as students receive questions in a different order from each other.…”

Section: 0literature Reviewmentioning

confidence: 99%

“…It takes time, money, and effort to build the infrastructure, skills, attitudes, and policies that make this strategy possible. Institutional support is essential to enhance the online learning approach's long-term development (Semlambo, Almasi, & Liechuka, 2022). with other questions in an online assessment.…”

Section: 2academic Contribution Concernmentioning

confidence: 99%

“…Computer-assisted assessment comprises several things, such as delivery, marking, and analysis of all or part of the student assessment process using standalone or networking systems and associated technologies (Semlambo, Almasi, & Liechuka., 2022). Various researchers have covered the area and show potential in using computer-assisted assessments with regard to various negative impacts that might have hindered this technology (Alruwais, 2018).…”

Section: 0introductionmentioning

confidence: 99%

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Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Semlambo

Almasi

Liechuka

2022

int.jour.sci.res.mana.

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Reliance on computerised systems for both learning and conducting research in learning environments has been proven to be of great importance in saving time and money to the institutions, teachers and students as well as the government in general. However, research on teachers' perceptions of computer-assisted assessment is lacking. The study's goal was to look into teachers' perspectives on the use of computer-assisted assessments in Tanzanian public higher learning institutions, using the Institute of Accountancy Arusha (IAA) as a case study. The study population was all 187 teachers at IAA, through which a sample size of 97 participants was used for this study. The study employed a quantitative research approach and a descriptive research design to conduct the study. In data analysis, the study employed descriptive analysis to analyse data through mean, standard deviation, frequencies and percentages, where SPSS version 26 aided the data analysis process. The study found that the majority of respondents are unwilling to adopt online assessment at IAA due to technical, academic, and security concerns. Based on these findings, the study concluded that management support is critical in providing teachers with appropriate knowledge on the benefits and needs of using online assessment in Tanzanian public higher learning institutions, as well as providing teachers with appropriate technological and pedagogical know-how on how to best use different online assessment software to create appropriate online exams. Also, to use the most up-to-date versions of the online management system with all the appropriate plug-ins to support online assessment. Lastly, management should equip their institutions with appropriate online assessment software, hardware, and stable electricity.

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Section: 0literature Reviewmentioning

confidence: 99%

Section: 2academic Contribution Concernmentioning

confidence: 99%

Section: 0introductionmentioning

confidence: 99%

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Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Semlambo

Almasi

Liechuka

2022

int.jour.sci.res.mana.

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“…The issue of reliable power supply has also been a challenge to most developing countries in the adoption of ICT solutions, especially e-learning in public higher learning institutions. The study found that currently, IAA has no reliable power supply to adequately support e-learning systems (Item 1. and students can be discouraged from adopting e-learning systems, as supported by the study of [15]. Therefore, for the proper implementation of e-learning systems, the institute needs to invest in reliable Uninterrupted Power Supplies (UPS) and have a reliable power backup like a standby generator dedicated to computer labs to support e-learning systems.…”

Section: Lack Of Ict Infrastructuresmentioning

confidence: 99%

Factors Affecting the Adoption of E-Learning Systems in Public Higher Learning Institutions in Tanzania: A Case of Institute of Accountancy Arusha (IAA)

Semlambo¹,

Sengati²,

Angalia³

2022

JCC

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In most developing countries, governments attempt to enforce the movement from analogue to digital for all their sectors, from public to private. These technological advancements have been noted to bring necessary and unavoidable changes to businesses and learning environments. Higher learning institutions have adopted various e-learning systems to support learning, research, and publication activities to stay competitive in global academic systems. However, most public higher learning institutions in Tanzania lag behind in the adoption of these systems. Thus, research shows a failure of these institutions in utilising the full benefit that today's Information and Communication Technology (ICT) can offer in learning environments. Thus, this study examines factors affecting the adoption of such a system in developing countries like Tanzania, taking the Institute of Accountancy Arusha (IAA) as a case study. The study used a mixed methodology where thematic and descriptive analysis was used to analyse both qualitative and quantitative research data. The study population was 187 teaching staff, a sample size of 126 was obtained, and 157 study participants were involved in the study. The study found that factors affecting the adoption of e-learning systems in public higher learning institutions in Tanzania include lack of ICT infrastructure, lack of technical and managerial support and lack of computers and e-learning knowledge among facilitators. Thus, the study recommended investments in adequate and reliable ICT facilities, high intermate speed and bandwidth, and policies that support e-learning and training programs about e-learning knowledge and use. Also, this study recommends the use of the Multi-Factors Adoption Model (MFAM11) for the successful adoption of an e-learning system in public higher learning institutions in Tanzania.

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“…Researchers have analysed different factors that contribute to poor Information System security in the learning environment. For example, the use of online learning facilities such as portals, online learning systems and mobile apps have increased security threats to learning environments [2] [3] [4]. Studies show that the number of internet users in Tanzania increased to 43.62 million just by 2018 [5].…”

Section: Introductionmentioning

confidence: 99%

Information Systems Security Threats and Vulnerabilities: A Case of the Institute of Accountancy Arusha (IAA)

Semlambo¹,

Mfoi²,

Sangula³

2022

JCC

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All modern computer users need to be concerned about information system security (individuals and organisations). Many businesses established various security structures to protect information system security from harmful occurrences by implementing security procedures, processes, policies, and information system security organisational structures to ensure data security. Despite all the precautions, information security remains a disaster in Tanzania's learning institutions. The fundamental issue appears to be a lack of awareness of crucial information security factors. Various companies have different security issues due to differences in ICT infrastructure, implementations, and usage. The study focuses on identifying information system security threats and vulnerabilities in public higher learning institutions in Tanzania, particularly the Institute of Accountancy Arusha (IAA). The study involved all employees of IAA, academics, and other supporting staff, which totalled 302, and the sample size was 170. The study utilised a descriptive research design, where the quantitative methodology was used through a five-point Likert scale questionnaire, and found that key factors that affect the security of information systems at IAA include human factors, policy-related issues, work environment and demographic factors. The study proposed regular awareness and training programs; an increase in women's awareness of information system security; proper policy creation and reviews every 4 years; promote actions that lessen information system security threats and vulnerabilities, and the creation of information system security policy documents independently from ICT policy.

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Perceived Usefulness and Ease of Use of Online Examination System: A Case of Institute of Accountancy Arusha

Cited by 7 publications

References 15 publications

Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Factors Affecting the Adoption of E-Learning Systems in Public Higher Learning Institutions in Tanzania: A Case of Institute of Accountancy Arusha (IAA)

Information Systems Security Threats and Vulnerabilities: A Case of the Institute of Accountancy Arusha (IAA)

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