The Use Of Computer In The Assessment Of Students Learning

Project and Seminar Material for Computer Science and Computer Engineering

The Use Of Computer In The Assessment Of Students Learning


Abstract


The broad objective of this study is to examine the use of computer in the assessment of students learning using Uyo Local Government Area Akwaibom State as case study.Other objectives discussed includes whether technology improve learning, established the importance of computer based assessment and ascertained if computer enhance result computation of student.

The study adopted the survey descriptive research design and with the aid of convenience sampling method, the researcher conveniently selected two hundred and forty (240) participant from six(6) secondary schools as the sample size for this study. This comprise of ninety-six(96) school personnel (principal, proprietor, teachers, non-teaching staffs) and One hundred and forty-four senior secondary students in SS2 & 3 class. Self- structure questionnaire was issued to the respondent of the study of which only two hundred (200) copies were retrieved and validated for the study. Data was analyzed using simple percentage presented in frequencies and tables.

From the result of the study it can be concluded that technology improve learning, computer based assessment reduces administrative burden, enable quicker to mark and devoid of issue results, maintaining the integrity of the exam,create better assessments and encourages flexibility for candidates. The study recommends that laptops should be allowed in classrooms. ICT should be introduced in classrooms. Word, excel, and PowerPoint should be introduced asclasses in secondary schools.


Chapter One


Introduction

1.1 Background of the Study

Assessment is an increasingly common topic in higher education, whether discussed as a measure of student learning cost-effectiveness, administrative efficiency, or the value of technology assessment is on the mind of many group of people. Assessment has different meaning and measures, however depending on its use.

Adding technology to the mix can exacerbate the confusion about assessment. Although asking whether technology improve learning may seem like a straight forward question, the answer is not simply. Surveys conducted by higher education faculty shown that students prefer courses taught using computers, and some research indicate that incorporating technology into a course results in greater learning.

Other studies which has shown that technology-enriched courses positively affect students’ personal and intellectual development, few have determined, however, whether technology has a positive effect on how well students learn. The challenges begin with the definition of assessment but are compounded by the complexities of people technology, and educational organisation.


1.2 Statement of the Problems

There are enormous problems associated with the use of computer in the assessment of students and there include:

  1. Problems do generate when the teacher cannot operate computer leading to limitation in the part of wide spread of assessment of students results by computer.
  2. The situation whereby their are inadequate computer facilities and equipment can also hinder the success of student result by computer
  3. What opportunities will be provide for the students to operate the computer
  4. What assessment tasks will be set
  5. What method of assessment will be used.

1.3 Objective of the Study

The aims and objective of the study are as follows:

  1. To examine whether technology improve learning
  2. To assess the importance of computer based assessment
  3. To determine how students result are compute in the computer.

1.4 Research Question

The research is guided by the following studies:

  1. Does technology improve learning?
  2. What is the importance of computer based assessment?
  3. Does computer enhance result computation of student?

1.5 Significance of the Study

This study will be benefit to patriotic citizens of Nigeria, teachers, students and socio-economic groups in the following manner.

  1. It would help teachers to know the strength and weakness of his students and the necessary measures to handle the problems.
  2. It would provide students with feedback to know their strength and weakness
  3. It would also help to know how these test affect students who are not computer literate
  4. It would help parents to know the positions of their children academically.

1.6 Scope / Limitation of the Study

This research work is limited within Uyo metropolis in Akwa Ibom State hence relating to all technological advancements occurring in learning process of educational board.


1.6 Definition of Terms

Computer:

This is an electronic or mechanical device which can accept data as an input, process the date according to the instruction issued by the user, it also generates an output in a form known as information.

Assessment:

Is the evaluation or estimation of the nature, quality, or ability of someone or something. Is also the systematic collection, review and use of information about educational programs to improve student learning.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

The broad objective of this study is to examine the use of computer in the assessment of students learning using Uyo Local Government Area Akwaibom State as case study. Other objectives discussed includes whether technology improve learning, established the importance of computer based assessment and ascertained if computer enhance result computation of student.

The study adopted the survey descriptive research design and with the aid of convenience sampling method, the researcher conveniently selected two hundred and forty (240) participant from six(6) secondary schools as the sample size for this study. This comprise of ninety-six(96) school personnel (principal, proprietor, teachers, non-teaching staffs) and One hundred and forty-four senior secondary students in SS2 & 3 class. Self- structure questionnaire was issued to the respondent of the study of which only two hundred (200) copies were retrieved and validated for the study. Data was analyzed using simple percentage presented in frequencies and tables.


5.2 Conclusion

The overall balance of assessments in a course is of vital importance, and although computerised testing facilities can provide a rapid means of assessing and providing feedback to large numbers of students it isessential to consider their use as part of the overall course/unit strategy, especially as multiple choice/limited response type questions can lead to an emphasis on “shallow” learning. Electronic assessment tools are unlikely to reduce significantly the burden of assessment, but they can be used to promote deeper and more effective learning, by testing a range of skills, knowledge and understanding. Using computers in assessment does not have to mean more multiple choice testing to the exclusion of other assessment techniques. A wide range of innovative assessment methods lend themselves to computer based implementation.

From the result of the study it can be concluded that technology improve learning, computer based assessment Reduces administrative burden, enable quicker to mark and devoid of issue results, maintaining the Integrity of the exam, create better assessments and encourages flexibility for candidates.


5.3 Recommendations

Base on the above, the following recommendations are hereby put forward. •

  1. Learners generally learn more using CBI than they do with conventional ways of teaching as measured by higher post-treatment test scores hence the need for provision of adequate human and material ICT facilities/resources in schools.
  2. Learners using CBI and examine through CBT generally do so in less time than those using traditional approaches, hence the need to sustain the tempo as results were made available to the learners within the shortest time possible.
  3. Researchers, educators, and policymakers will need to embrace a model that includes the ongoing gathering and sharing of data for continuous improvement of learning and teaching.
  4. Laptops should be allowed in classrooms. ICT should be introduced in classrooms. Word, excel, and PowerPoint should be introduced asclasses in secondary schools.

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