THE STRATEGIES FOR QUALITY ASSURANCE IN THE ASSESSMENT OF STUDENTS ACADEMIC PERFORMANCE IN NIGERIA UNIVERSITIES
ABSTRACT
The study sought to investigate quality assurance strategies in the evaluation of students’ academic performance at the University of Lagos, Akoka, Lagos. Under sub-headings, the study also reviewed some important and extensive literatures. The descriptive research survey design was used to assess respondents’ attitudes toward the subject matter.
A total of three null hypotheses were developed and tested at the 0.05 level of significance using data from questionnaires distributed to fifty (50) teachers and one hundred and fifty (150) students at the University of Lagos in Akoka, Lagos.
At the 0.05 level of significance, 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 test hypothesis 2. At the conclusion of the analyses, the results revealed that:
(1) Hypothesis one discovered that quality assurance strategies have a significant effect on students’ academic performance.
(2) Hypothesis two revealed a significant relationship between quality assurance strategies and student academic performance assessment at the University of Lagos.
(3) Finally, it was discovered that there is a significant gender gap among students at the University of Lagos as a result of quality assurance strategies.
CHAPTER ONE
INTRODUCTION
The Study’s Background
The process of collecting data and structuring it into an interpretable form for decision making is known as assessment. According to Nkwocha (2004), assessment is the comprehensive collection and estimation of various types of information about a person, group of people, or event using various techniques and sources. The assessments described above involve gathering data in order to make value judgments about the quality of an individual, object, group, or event.
The Nigerian University educational system is evaluated through continuous and end-of-semester examinations, which account for 30% and 70% of the total score, respectively. The significance of student assessment at the university level stems from the fact that it is an essential tool for determining educational outcomes for the purposes of standardization, increased productivity, accountability, and quality, among other things (Ogadinma, 2007).
It is also necessary for determining which students should be placed on probation or withdrawn. To ensure that the above objectives are met, there is an urgent need for quality assurance in the assessment of students’ academic achievement, particularly at the university level.
According to Okebukola (2002), quality can be defined as fitness for purpose. Quality assurance in the assessment of students’ academic performance at the university level, according to him, examines the effectiveness and efficiency of tests and assessment techniques, test administration, processing of results, and moderation of examination materials among students.
According to Nworgu (1992), the strategies for ensuring quality in the assessment of students’ academic performance in Nigerian universities, particularly the University of Lagos, include the construction of high quality test items, which involves lecturers who have sufficient knowledge of test construction mechanics and should be employed to teach in universities.
Teachers who are already in the university system but lack the necessary knowledge should be exposed to workshops and seminars where they will be trained and re-trained to acquire the necessary knowledge and skills in the construction and use of assessment instruments, as well as the use of man-constructive assessment techniques.
It also includes the design of the instruments to be used for assessments. For example, university undergraduates should be evaluated using a variety of test formats, such as multiple choice tests and essay tests. However, in order to address the issue of student population explosion across all levels of the Nigerian educational system, particularly at the university level, more emphasis should be placed on the use of multiple choice test formats (Ugodulunwa and Mustapha, 2005).
According to Nkwocha (2004), examination procedures are critical. He suggests that invigilation schedules be developed and that lecturers ensure strict adherence to the schedules. He also suggests that sufficient question papers and answer scripts be provided, as well as that the examination or tests hall be provided and set up ahead of time. Before beginning the examination or tests, students should be given proper instruction on the dos and don’ts of the examination.
Opoola (2006) believes that the use of information and communication technology (ICT) particularly computer use in universities across the nation for data bank, collation of answers, especially examinations involving multiple choice questions, can ensure quality in the assessment of students’ academic performance at the university level, particularly at the University of Lagos. According to Opoola (2006), computerized cameras and transmitters should be used in filming, recording, and transmitting examination procedures. These instruments, he claims, detect examination malpractice. As a result, punitive measures can be meted out to perpetrators, which can be avoided in the future.
Other measures that can be implemented to ensure quality in the assessment of students’ academic performance, according to Anyanwu (2005), include: adequate provision of computers to all universities in Nigeria and resolution of all disputes to avoid incessant strike action and regular payment of university staff salaries and allowances, adequate funding of the universities; provision of adequate infrastructure to take care of the ever increasing student population.
Statement of the Issue
The difficulties and challenges that come with assessing students’ academic performance cannot be overstated. For example, the poor and ineffective strategies employed by the primary stakeholders in school administration, namely school principals, vice principals, headmasters, teachers, and even university administrators, have undoubtedly contributed to the current low or poor academic standards in the Nigerian educational system.
Low or non-quality assurance in the assessment of students’ academic achievement at tertiary institutions, particularly at the university level, particularly at the University of Lagos, is one of the failures of Nigeria’s higher educational system, which cannot be compared to that of the world’s developed countries.
The lack of a data bank for assessing students’ academic performance, the lack of functional infrastructure to support an ever-increasing student population, the poor and improper handling of examination and class test matters; mediocrity in the conduct of students’ continuous assessments in schools, corruption in the school system; the epileptic power supply, and the lack of a functional academic system in Nigeria, particularly at the apex.
The primary goal of this research is to:
1. Determine whether or not there is quality assurance in the evaluation of students’ academic performance at the university level.
2. To determine whether there are appropriate quality assurance strategies in the assessment of students’ academic achievement.
3. Determine whether the current quality assurance for assessing students’ educational attainment can be improved.
4. Determine whether male academic performance differs from female academic performance as a result of quality assurance strategies.
5. To identify some of the factors that contribute to a lack of quality assurance in assessing students’ academic performance in schools.
6. To propose solutions to the problem of a lack of quality assurance in assessing students’ academic achievement.
Research Issues
This study will address the following research questions:
1. Is there any quality assurance in the evaluation of university students’ academic performance?
2. Are there functional quality assurance strategies in the evaluation of students’ academic performance?
3. Is it possible to improve on the current quality assurance strategies for assessing students’ academic performance?
4. How can we tell if male students’ academic performance differs from that of their female counterparts due to quality assurance?
5. How can the problems of a lack of quality assurance in the assessment of students’ academic performance be identified?
6. How can the issue of a lack of quality assurance in assessing students’ academic performance be addressed?
Hypotheses for Research
In this study, the following hypotheses will be tested:
1. Will the quality assurance strategies have a significant impact on the academic performance of university students?
2. There will be no significant relationship between quality assurance and the evaluation of university students’ academic performance.
3. There will be no significant gender differences in academic achievement among students as a result of quality assurance.
The Study’s Importance
The following people will benefit from this research:
1. Students would find the study’s findings and recommendations very rewarding, as the study will be both educative and informative to the students, who will be enlightened more on the importance of quality assurance in any functional educational system, whether in developing or developed countries around the world.
Students would gain a better understanding of the strategies used in schools to assess students’ academic performance and/or the work performance of teachers (lecturers) in higher education, particularly universities, as a result of this research.
2. Lecturers would regard this study as critical in assessing students’ academic achievement in school on a daily basis. With the study’s findings and recommendations, lecturers will gain a better understanding of the importance of having good and functional strategies for assessing educational standards, particularly the academic performance of students in tertiary institutions, particularly universities.
3. School administrators would also find the findings and recommendations very useful because, if they followed the recommendations, they would improve on the current quality assurance strategies for assessing students’ academic performance in the schools.
4. Members of society, researchers, and scholars would find this study useful as a reference material for future research in related fields.
The Study’s Scope
This research will look at the evaluation of quality assurance strategies in the assessment of students’ academic performance in Nigerian universities, particularly at the University of Lagos, Akoka, in the Mainland Local Government Area of Lagos State.
Term Definitions
In this study, operational terms would be defined as follows:
1. Quality: This refers to degree, particularly a high degree of goodness or worth. Something unique about or distinguishing a person or thing.
2. Strategies: This is the art of planning operations in war, particularly the movements of armies and navies into advantageous fighting positions; it is a skill in managing any affair of an organization or an institution, and so on.
3. Assurance: This term denotes self-assurance, belief, and trust in one’s own abilities; a promise; stamen made or give confidence; insurance that something is certain, certainty; confidence.
4. Quality assurance: This refers to a high level of certainty or confidence. Something with a high level of discretion.
5. Assessment: To decide; to fix the amount of something; to appraise; to fix or decide the value of something. To assess the worth of something, such as student academic performance, etc.
6. Academic performance: The rate or level at which a student’s outcomes are measured or rated. It is the overall performance of students in class tests and final exams over a period of time.
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