Business Education Students’ Perception on the Utilization of Online Platforms for Educational Assessment in Colleges of Education in Delta State

ABSTRACT

This study examined Business Education students’ perception on the utilization of online platforms for educational assessment in Colleges of Education in Delta State. Four (4) research questions guided the study. A descriptive survey design was adopted for the study. The Population of the study comprised of five hundred and fifty-three (553) from the three Colleges of Education in Delta State, namely: Federal College of Education (Technical), Asaba (187); College of Education, Warri (213) and College of Physical Education, Mosogar (153). One hundred and twenty (120) Business Education Students from the three Colleges of Education in Delta State were selected through simple random sampling technique.  The instrument for data collection is a structured questionnaire, tiled: “Business Education Students’ Perception on the Utilization of Online Platforms for Educational Assessment Questionnaire (BESPUOPEAQ). The instrument was validated by two experts; one in School of Secondary Education (Business) and the other in Educational Measurement and Evaluation, both from Federal College of Education (Technical) Asaba, Delta State. The validated questionnaire was subjected to reliability test. One hundred and twenty (120) copies of the validated questionnaire were personally administered on the respondents by hand with the help of two research assistants and 115 were retrieved and analyzed.  The data collected was analyzed using frequency count, mean and standard deviation statistics. Findings of the study revealed that Google forms, Quizizz, Edmodo and Socrative are not effectively utilized for educational assessment in Colleges of Education in Delta State. Some recommendations were made to enhance the utilization of online platforms for educational assessment in Colleges of Education in Delta State.

 CHAPTER ONE

INTRODUCTION

Background to the Study

In recent years, the integration of online platforms for educational assessment has gained significant attention in Colleges of Education, particularly in the context of Business Education. With advancements in digital technology and the growing need for flexible learning and evaluation systems, online assessment tools have become essential in facilitating continuous and efficient appraisal of students’ academic progress.

Business Education is characterized as a skill-driven program designed to prepare students for specific careers in office occupations, facilitate job creation and entrepreneurship, and provide knowledge about business operations, including digital competencies (Edokpolor & Egbri, 2017). The programme emphases more on practical skill acquisition, aligning educational outcomes with the demands of the modern workforce. Business education curriculum ensures that graduates are equipped to navigate the evolving technological landscape of contemporary business environments.  Iwu (2016), views Business Education as a discipline that imparts learners with the necessary occupational skills and knowledge for self-reliance and employment. It plays vital role in fostering economic independence among graduates, enabling them to either secure gainful employment or initiate entrepreneurial ventures.

Online platforms on the other hand digital infrastructures that enable users to interact, share content, and conduct transactions through internet-enabled devices (Adegoke & Adeoye, 2021). They emphasized that online platforms serve as intermediaries that facilitate connections between different user groups, such as buyers and sellers, or content creators and consumers. This intermediation role transforms traditional modes of business and communication, fostering new economic and social interactions in the digital age. Ogunyemi and Olaleye (2019) describe online platforms as web-based systems designed to host, distribute, and manage content, products, or services accessible remotely by a wide audience. They pointed out that these platforms often incorporate interactive features such as user-generated content, social networking, and e-commerce capabilities, thereby increasing user engagement and participation. Iheanacho and Eze (2020), sees online platforms as virtual spaces or environments that support various online activities including learning, business transactions, and social networking. large volumes of user data to enhance user experience and service delivery.

On the other hand, educational assessment is seen as the systematic process of gathering, interpreting, and using information to measure students’ learning progress and educational outcomes (Eze & Nwankwo, 2018). They emphasized that assessment is essential for identifying learners’ strengths and weaknesses, thus guiding instructional decisions and curriculum improvements. They also note that effective educational assessment promotes accountability and enhances the quality of teaching and learning in Nigerian schools. Adesina and Oladipo (2020) described educational assessment as a range of formal and informal techniques employed to evaluate students’ knowledge, skills, attitudes, and values. According to them, assessment encompasses tests, assignments, observations, and practical tasks, all aimed at providing feedback for learners and educators. They stress that continuous assessment practices are vital in fostering student engagement and improving academic performance. Ikechukwu and Okeke (2019) view educational assessment as a vital educational tool used to determine the extent to which learning objectives have been achieved by students.

Several online platforms are used in facilitating educational assessment. Some of which are Google forms, Quizizz, Edmodo and Socrative. Google forms as an online survey administration software that allows users to create, distribute, and collect responses to questionnaires electronically (Ojo & Oladipo, 2021). Google Forms simplifies data collection for research and educational purposes by automating the process of compiling responses in real time. The authors highlight its ease of use, accessibility, and integration with other Google Workspace tools as key features that make it popular among educators and researchers in Nigeria. Adewale and Ajayi (2020) explain Google Forms as a digital tool that facilitates the creation of interactive questionnaires accessible via the internet, eliminating the need for paper-based surveys. They assert that its real-time response collection and collaborative features enable educators and researchers to gather and analyze data promptly.

Quizizz according to Eze and Okeke (2020) is as an interactive online assessment platform that enables educators to create and administer quizzes in a gamified environment to enhance student engagement. The authors note that Quizizz incorporates real-time feedback and competitive elements such as leaderboards, which motivate learners to participate actively. This platform’s ability to support both synchronous and asynchronous learning makes it a valuable tool in Nigerian classrooms, especially for remote and blended learning. Afolayan and Olusanya (2021) describe Quizizz as a cloud-based formative assessment tool that integrates game mechanics to make learning and evaluation enjoyable and effective. According to the authors, Quizizz offers customizable quizzes with multimedia features, instant scoring, and detailed analytics that help teachers monitor student performance and identify learning gaps. They highlight that its user-friendly interface and mobile compatibility contribute to its growing adoption in Nigerian secondary and tertiary education.

Edmodo (2017) in Adejumo and Oladipo (2020) is defined as a secure social learning platform designed to facilitate communication, collaboration, and resource sharing between teachers, students, and parents. The authors highlight that Edmodo integrates social media features with educational tools, making it easier for educators to manage classroom activities and assessments online. Its user-friendly interface and accessibility on multiple devices have made Edmodo a popular tool for enhancing blended and remote learning in Nigerian schools. Chukwu and Ibe (2019) describe Edmodo as an online educational environment that provides a virtual space for learners and educators to interact, share learning materials, and conduct discussions. They emphasize that Edmodo supports formative assessments through quizzes and assignments, with instant feedback mechanisms that help track student progress. The platform’s emphasis on safe and moderated interaction makes it suitable for promoting digital citizenship among Nigerian students. Okoro and Eze (2021) explain Edmodo as a cloud-based learning management system that enables teachers to create classes, distribute educational content, and facilitate peer collaboration.

Socrative is defined an interactive, cloud-based student response system that allows teachers to create real-time quizzes, polls, and exit tickets to assess student understanding during lessons (Eze and Okafor, 2020). Socrative provides immediate feedback, which helps educators adjust instruction promptly to meet learners’ needs. The platform’s ease of use and compatibility with multiple devices make it an effective tool for formative assessment in Nigerian classrooms. Ogunleye and Adebayo (2019) describe Socrative as a digital assessment tool designed to foster active learning by engaging students through gamified quizzes and instant grading. They note that the platform’s user-friendly interface supports diverse educational settings, making it popular among Nigerian secondary and tertiary educators. Ibrahim and Musa (2021) explain Socrative as a technology-enhanced formative assessment platform that supports varied question types such as multiple choice, true/false, and short answer, facilitating diverse assessment needs.

The role one online platforms in facilitating educational assessment cannot be overlooked. Hence the need to examine Business Education students’ perception on the utilization of online platforms for educational assessment in Colleges of Education in Delta State.

Statement of the Problem

            The integration of online platforms for educational assessment has become increasingly prevalent in higher education, especially following the disruptions caused by the COVID-19 pandemic. In Nigeria, this shift has prompted institutions to adopt various digital tools to facilitate assessments. The effectiveness of these platforms largely depends on students’ perceptions and their adaptability to such technological changes (Okoye and Adedoyin, 2021).

Business Education students, in particular, are expected to be proficient with digital tools, given the nature of their discipline. Yet, there is a mixed reception towards online assessments. Students seem to encounter significant challenges in utilizing these platforms effectively. These challenges include technical difficulties, limited access to reliable internet, and a lack of adequate training on the use of online assessment tools.

Furthermore, broader studies across Nigerian tertiary institutions have highlighted systemic issues such as insufficient ICT infrastructure, inconsistent power supply, and limited digital literacy among both students and educators (Nwankwo and Ugwuoke, 2020). These factors contribute to a reluctance in fully embracing online assessment methods, thereby hindering the potential benefits of digital learning environments.           It against this backdrop that this study is carried out to ascertain Business Education students’ perception on the utilization of online platforms for educational assessment in Colleges of Education in Delta State.

Purpose of the Study

The main purpose of this study is to examine Business Education students’ perception on the utilization of online platforms for educational assessment in Colleges of Education in Delta State. Specifically, the study seeks to:

1. Determine the Business Education students’ perception on the utilization of Google forms for educational assessment in Colleges of Education in Delta State.
2. Determine the Business Education students’ perception on the utilization of Quizizz for educational assessment in Colleges of Education in Delta State.
3. Determine Business Education students’ perception on the utilization of Edmodo for educational assessment in Colleges of Education in Delta State.
4. Determine Business Education students’ perception on the utilization of Socrative for educational assessment in Colleges of Education in Delta State.

Research Questions

The following research questions were raised to guide the study:

1. What is the perception of Business Education students on the utilization of Google forms for educational assessment in Colleges of Education in Delta State?
2. What is the perception of Business Education students on the utilization of Quizizz for educational assessment in Colleges of Education in Delta State?
3. What is the perception of Business Education students on the utilization of Edmodo for educational assessment in Colleges of Education in Delta State?
4. What is the perception of Business Education students on the utilization of Socrative for educational assessment in Colleges of Education in Delta State?

Significance of the Study

This study could be beneficial to Business Education Students, Business Education students, College Management, Policy Makers and Future Researchers.

This study is significant to Business Education students as it highlights the relevance and effectiveness of online platforms in conducting educational assessments. The study provides insights into their level of digital readiness, challenges faced, and preferences for assessment formats. This awareness could help in tailoring assessment strategies that align with their learning needs and enhance their academic engagement.

For Business Education students, the study offers valuable feedback on how their students perceive online assessment platforms, which is critical in evaluating the effectiveness of their teaching and assessment methods. It could help educators identify students’ difficulties with these platforms, thereby enabling them to make informed decisions about incorporating digital tools in teaching and testing.

College management stands to benefit from this study by gaining a clearer understanding of how online assessment tools impact student learning and institutional efficiency. Insights from students’ perceptions could inform administrative decisions on infrastructure development, staff training, and budget allocation for educational technology. Furthermore, the study could guide the management in developing policies that support digital learning environments, ensure academic integrity, and promote equitable access to online resources.

The study provides evidence-based data to policy makers in the education sector for designing and implementing policies that support the integration of digital platforms in academic assessments. It reveals the practical implications of such technologies on teaching and learning outcomes, guiding the development of frameworks that ensure the standardization, accessibility, and quality of online assessments.

Future researchers could find this study valuable as a foundational resource for exploring more complex issues surrounding the use of online platforms for educational purposes. It provides a well-documented baseline on students’ perceptions that could be referenced or expanded upon in future studies. Researchers could build on its findings to explore other variables such as academic performance, digital inequality, or specific online platforms.

Scope of the Study

This study focused on Business Education students’ perception on the utilization of online platforms for educational assessment. The study is delimited to Business Education Students in Colleges of Education in Delta State. Variables of interest are Google forms, Quizizz, Edmodo and Socrative.  The study overs the three Colleges of Education in the state, namely: Federal College of Education (Technical) Asaba, College of Education Warri and College of Physical Education Mosogar.

Pages: 64

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.