THE STRATEGIES FOR QUALITY ASSURANCE IN THE ASSESSMENT OF STUDENTS’ ACADEMIC PERFORMANCE IN NIGERIA UNIVERSITIES
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THE
STRATEGIES FOR QUALITY ASSURANCE IN THE ASSESSMENT OF STUDENTS’ ACADEMIC
PERFORMANCE IN NIGERIA UNIVERSITIES
ABSTRACT
The study
attempted to investigate the quality assurance strategies in the assessment of
students’ academic performance at University of Lagos, Akoka, Lagos. The study
equally reviewed some important and extensive literatures under sub-headings.
The descriptive research survey design was applied in the assessment of
respondents’ opinions towards the subject matter.
A total of
three null hypotheses were formulated and tested at 0.05 level of significance
scores from the questionnaires administered to fifty (50) teachers and one
hundred and fifty students (150) from University of Lagos, Akoka, Lagos.
The
independent t-test statistical tool was used to test hypotheses 1 and 3 while
the Pearson Product Moment Correlation Coefficient statistical tool was used to
hypothesis 2 at 0.05 level of significance. At the end of the analyses, the
results obtained showed that:
(1) Hypothesis one found that there is a
significant effect of quality assurance strategies on students’ academic
performance.
(2) Hypothesis two revealed that there is a
significant relationship between quality assurance strategies and assessment of
students’ academic performance at University of Lagos.
(3) Finally, it was indicated that there
is a significant gender difference of students due to quality assurance
strategies at University of Lagos.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Assessment
is the process of collecting data and structuring them into an interpretable
form for decision making purposes. According to Nkwocha (2004), assessment is the
use of various techniques and sources to collect and estimate several types of
information about a person, group of persons or an event in a comprehensive
way. The above descriptions of assessment involve gathering data with a view to
making value judgements about the quality of an individual, object, group or
event.
The
assessment of the Nigerian University educational system is made up of
continuous and an end of the semester examinations, this accounts for 30
percent and 70 percent of the total score respectively. The importance of assessment of students at
the university level stems from the fact that it is an indispensable tool for
determining educational outcomes for the purpose of maintenance of standard,
increased productivity, accountability, and quality among others (Ogadinma,
2007).
It is also
essential for the determination of students who should go on probation or be
withdrawn. In order to ensure that the above objectives are achieved, there is
urgent need for the assurance of quality in the assessment of students’
academic achievement, especially at the University level.
Okebukola
(2002) observed that quality could be used to mean fitness for purpose. According to him, quality assurance in the assessment
of students’ academic performance at the University level examines the
effectiveness and efficiency of tests and assessment techniques, test
administration, processing of results, moderation of examination materials
among students. According to Nworgu
(1992), the strategies for the assurance of quality in the assessment of
students academic performance in Nigerian Universities especially University of
Lagos include the construction of high quality test items, this concerns
lecturers who have sufficient knowledge of test construction mechanics, who
should be employed to teach in the universities. Teachers who are already in the university
system that do not have the required knowledge should also be exposed to
workshops and seminars where they would be trained and re-trained to enable
them acquire necessary knowledge and skills in the assessment instrument
construction and utilization and in the use of man-constructive techniques of
assessment. It also includes the
construction of the instruments to be used for assessments for example,
university undergraduates should be
assessed using a variety of test formats which include: multiple choice tests and essay test formats. But for the problem of students, population
explosion across all levels of the Nigerian educational system, especially at
the university level, more emphasis ought to be given to the use of multiple
choice test format (Ugodulunwa and Mustapha, 2005).
Nkwocha
(2004), claims that the conducts of examination is very important. He suggests that schedules of invigilation
should be made and that lecturers should ensure strict adherence to the
schedules. He also suggests that enough
question papers and answers scripts should be provided and that the hall of the
examination or tests should be provided and arranged ahead of time before the
examinations. That students’ should be
given proper instruction on the dos and don’ts of the examination before they
start the examination or tests.
Opoola
(2006) is of the opinion that quality in the assessment of students’ academic
performance at the university level especially University of Lagos can be
assured by the use of information and communication technology (ICT) especially
computer use in the universities across the nation for data bank, for collation
of answers, especially examinations involving multiple choice questions. Opoola
(2006), also is of the observation that computerized cameras and transmitters
should be used in filming, recording and transmitting of examination
procedures. According to him, these
instruments detect malpractices in examinations. Therefore, punitive measures can be meted out
to culprits, which can be checked in future occurrence.
As Anyanwu
(2005) puts it, other measures that can be introduced in the assurance of
quality in the assessment of students’ academic performance include: adequate provision of computers to all
universities in Nigeria and settlement of all disputes to avoid incessant
strike action and regular payment of university staff salaries and allowances,
adequate funding of the universities; the provision of adequate infrastructure
to take care of the ever increasing students’ population, proper handling of
examination matters without bias, fighting against gender stereotypes in the
school curriculum; ensuring that students are continuously assessed and that
their scores are properly moderated by appropriate authorities.
Statement of
the Problem
The problem
and challenges inherent in the assessment of students’ academic performance
cannot be over-emphasized. For instance,
the poor and inadequate strategies applied by the main stakeholders of the
school administration namely: the school principals, vice principals,
headmasters, teachers and even the administrators of our universities, has
without doubt caused the low or poor academic standards in the Nigerian
educational system these days. The low
or non-quality assurance in the assessment of students’ academic achievement at
the tertiary institutions especially at the university level especially
University of Lagos is one of the failures of the Nigeria higher educational
system which cannot be compared with that of the developed countries of the
world. The non-availability of data bank
on the assessment of students’ academic performance, the non-provision of
functional infrastructure, to take care of the ever increasing population of
students, the poor and improper handling of examination and class tests
matters; the mediocrity in the conducts of students’ continuous assessments in
schools, corruption in the school system; the epileptic power supply, lack of
functional academic system in Nigeria especially at the apex level, the
university and so on, have to a large extent, contributed to faulty strategies
for quality assurance in the assessment of students academic performance at the
university level (especially the University of Lagos) which is the major
problem of this study.
Purpose of
the Study
The main
objective of this study includes:
1. To
find out whether there is quality assurance in the assessment of students’
academic performance at the university level.
2. To examine if there are correct strategies
for quality assurance in the assessment of students academic achievement
3. To assess whether the present quality
assurance for the assessment of students educational attainment can be improved
upon
4. To ascertain whether the academic
performance of male differs from their female counterparts due to quality
assurance strategies.
5. To identify some factors contributing to
lack of quality assurance in the assessment of students’ academic performance
in schools
6. To proffer solutions to the problems of
lack of quality assurance in the assessment of students’ academic achievement.
Research
Questions
The
following research questions will be raised in this study:
1. Is there any quality assurance in the
assessment of students’ academic performance at university level?
2. Are there functional strategies for quality
assurance in the assessment of students’ academic performances?
3. Can the present quality assurance
strategies for the assessment of students’ academic performance be improved
upon?
4. How can we ascertain whether the academic
performance of male students differ from that of their female counterparts due
to quality assurance?
5. How can the problems of lack of quality
assurance for students’ academic performance assessment be identified?
6. How can the problem of lack of quality
assurance for assessment of students’ academic performance be solved?
Research
Hypotheses
The
following hypotheses will be tested in this study:
1. Will the quality assurance strategies
significantly affect the academic performance of students in the university.
2. There will be no significant relationship
between quality assurance and the assessment of students’ academic performance
in the university
3. There will be no significant gender
difference in students’ academic achievement due to quality assurance.
Significance
of the Study
This study
will be beneficial to the following individuals:
1. Students would find the findings and
recommendations of this study very rewarding, as the study will be both
educative and informative to the students who would be enlightened more on the
importance of quality assurance in any functional educational system be it in
the developing countries or the developed countries of the world. With this study, students would have deeper
knowledge on the strategies applied in the school for the assessment of
students’ academic performance and or even the teachers (lecturers’) work
performance in the higher institutions, especially, the universities.
2. Lecturers would see this study as very
imperative in the day to day assessment of students’ academic achievement in
the school. With the findings and
recommendations of this study, lecturers would be able to have further insights
on the need to have good and functional strategies for the assessment of
educational standards, especially the academic performance of students in the
tertiary institutions, particularly, the university
3. Also the school administrators would find
the findings and recommendations of this very useful because, if they heed to
the recommendations, they would improve on the current strategies that have
embarked upon in the quality assurance for the assessment of the students’
academic performance in the schools.
4. Members of the society, researchers and
scholars would find this study a reference material to carry out further
studies in related fields
Scope of the
Study
This study
will cover the evaluation of strategies for quality assurance in the assessment
of students’ academic performance in Nigeria universities especially at the
University of Lagos, Akoka, in Mainland Local Government Area of Lagos State.
Definition
of Terms
Operational
terms would be defined in this study thus:
1. Quality:
This means degree, especially high degree of goodness or worth. Something that special in or that
distinguishes a person or a thing.
2. Strategies:
This means the art of planning operations in war, especially of the
movements or armies and navies into favourable positions for fighting; it is a
skill in managing any affair of an organisation or an institution, etc.
3. Assurance:
This connote self-confidence, belief and trust in one’s own powers; a
promise; stamen made or give confidence; insurance that something that is
certain, certainty; confidence.
4. Quality assurance: This refers to degree of high confidence or
certainty. Something that has high
degree of confidentiality.
5. Assessment:
This means decision; to fix the amount of something; appraise; fix or
decide the value of something. To test
the value of something e.g academic performance of students, etc.
6. Academic performance: This is the rate or level at which students’
outcomes are measured or rated. It is
the general activities of students in class tests and terminal examinations
over a period of time.
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