The Prospects of E-Examination Implementation in Nigeria


Ayo C. K.
Akinyemi I.O
Adebiyi A.A.
Ekong U.O.


ABSTRACT
The massive examination leakages, demand for gratification by teachers, bribe-taking by supervisors and invigilators of examinations have become a global phenomenon. This menace has resulted to general fallen standards of education and Nigeria is no exception, particularly among developing nations. Consequent upon this, all Nigerian universities have resorted to conducting post-entrance “Post-JAMB” examination/screening because of lack of confidence in the conduct of the entrance examinations. This paper proposes a model for e-Examination in Nigeria where all applicants are subjected to online entrance examination as a way of curbing the irregularities as proposed by the Joint Admissions Matriculation Board (JAMB), the body saddled with the responsibility of conducting entrance examinations into all the Nigerian universities. This model was designed and tested in Covenant University, one of the private universities in Nigeria. There were 120 questions drawn from English (30), Mathematics (30), General Science (20), Commercial Courses (20), and Religion Knowledge (20), all for one hour duration. Questionnaires were administered to the applicants at the end of the examination to assess their level of ICT literacy, ease of use of the system and the difficulties encountered. Findings revealed that the system has the potentials to eliminate some of the problems that are associated with the traditional methods of examination such as impersonation and other forms of examination malpractices. The system is easy to use and candidates can get use to it with time. The timing of examination can be spaced without compromising the quality and integrity of the examination. However, much is still desired if the system were to be adopted on a national scale, particularly in terms of infrastructural and manpower development. Similarly, the quest for e-Examination can fast track the development of e-Learning facilities in the country with improved access to education.


KEYWORDS: e-Examination, ICT, Online Learning, e-Learning, WebCT, Pedagogy and Web-Based Examination

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