Abstract:
This study investigated whether undergraduate students’ cognitive experiences of using digital devices influenced their behaviour towards the conduct of e-assessment in Nigerian universities. It also examined if students’ experiences of digital space in various ways using different platforms significantly influences their behaviour towards the conduct of e-assessment in Nigerian universities. The investigation was for the purpose of improving the assessment process and removing barriers that impede digital assessment in Nigerian universities. Ex-post-facto research design was adopted in the study. The sample consisted of an intact class of 280 Part 3 undergraduate students selected from a public university in Jigawa state during the 2020/2021 academic session. A self-developed instrument tagged: “Digital Learning and Assessment Questionnaire (DLAQ)”, was used to collect data. Data were analysed using Pearson Product Moment Correlation and Chi-Square (χ2) statistics. Also, percentile analysis was done using simple percentage statistical method. The results revealed that students’ digital experiences significantly influenced their behaviour towards the conduct of e-assessment in Nigerian universities. Also, students’ digital experiences significantly influenced their perceived efficiency of e-assessment delivery in Nigerian universities. Further, students’ experiences of digital space in various ways using different platforms significantly influenced their behaviour towards the conduct of e-assessment in Nigerian universities. It was concluded that the need for fair assessment of undergraduate students becomes imperative through digital devices. Thus, the heterogeneity of student digital experiences raises some key considerations for Nigerian universities to rethink practices and to adopt diversified approaches to assess and examine their students.
