Amaka Okoye, Ijeoma I. Chikezie

Lecturers’ and Students’ Perceptions on Online Assessment in Offline Science Courses in Higher Education in South-East Geo -Political Zone, Nigeria

Introduction

Lecturers’ and students’ perceptions on online assessment in offline science courses in higher education in south-east geo -political zone, nigeria. Explore lecturers' & students' views on online assessment in offline science courses in Nigerian higher education. Highlights psychomotor skill challenges & recommends blended methods.

Abstract

This study investigated lecturers’ and students’ perceptions of online assessment in science courses traditionally taught offline in higher institutions across South-East Nigeria. A quantitative descriptive survey design was adopted, guided by three research questions and three hypotheses. Using a multi-stage sampling technique, 62 lecturers and 379 students were selected from three states. Data were collected using two validated instruments, LPOAOCQ and SPOAOCQ, with reliability coefficients of 0.771 and 0.723 respectively, administered via Google Forms. Descriptive statistics, independent t-tests, and ANOVA were used for analysis at a 0.05 significance level. Results showed no significant difference between lecturers’ and students’ overall perceptions. However, while lecturers’ views did not vary significantly by gender or qualification, students’ perceptions differed significantly by gender and age, but not by academic level. The findings highlight challenges in assessing psychomotor skills through online formats, especially in science education where hands-on activities are essential. The study emphasizes the need for authentic, context-rich assessments that reflect real-world scientific practice. It was recommended among others that Institutions should adopt blended assessments that integrate online tools with hands-on evaluations to effectively measure student competencies.

Review

This study addresses a highly pertinent and contemporary issue concerning the integration of online assessment within traditionally offline science courses in higher education, specifically within the South-East Geo-Political Zone of Nigeria. The chosen context is particularly valuable, offering insights from a region navigating the dual demands of technological integration and traditional pedagogical practices in science education. Methodologically, the research is robust, employing a quantitative descriptive survey design guided by clear research questions and hypotheses. The authors utilized a multi-stage sampling technique to select a substantial and representative sample of 62 lecturers and 379 students. Furthermore, the use of two distinct, validated instruments (LPOAOCQ and SPOAOCQ) with acceptable reliability coefficients demonstrates a commitment to data quality, and the application of appropriate statistical analyses (descriptive statistics, independent t-tests, and ANOVA) at a standard significance level supports the credibility of the findings. The findings present a nuanced understanding of perceptions regarding online assessment. Interestingly, the study revealed no significant overall difference between lecturers' and students' perceptions, suggesting a potential convergence in their general views. However, a deeper dive into the demographics exposed significant variations in students’ perceptions based on gender and age, while lecturers’ views remained consistent across gender and qualification. Critically, the study highlights the inherent difficulties in effectively assessing psychomotor skills through online formats, a challenge acutely felt in science education where practical, hands-on activities are fundamental to learning. This particular insight underscores a significant pedagogical gap that needs to be addressed, emphasizing the urgent need for authentic, context-rich assessments that genuinely reflect real-world scientific practice and competency. The study's primary recommendation, advocating for the adoption of blended assessments that integrate online tools with hands-on evaluations, directly responds to the identified challenge of assessing psychomotor skills. This is a practical and highly relevant suggestion for institutions aiming to leverage technology without compromising the integrity of science education. While the study effectively captures perceptions, future research could benefit from a qualitative exploration to delve deeper into *why* these perceptions exist and to uncover the specific practical and infrastructural barriers to implementing effective online and blended assessments in this context. Investigating the efficacy of specific blended assessment models and their impact on student learning outcomes, particularly in developing psychomotor skills, would also be a valuable extension. Overall, this research provides a solid foundation for understanding the current landscape of online assessment perceptions in science education in Nigeria and offers clear directions for pedagogical innovation.

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