European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.59859
Volume 2│Issue 2│2016
TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE
EFFECTIVE USE OF ONLINE TEST ASSESSMENT FOR ENTRY INTO
HIGHER INSTITUTION
Rebecca I. Umaru1, Danjuma A. Ombugus2
PhD, Department of Art & Social Science Education, Faculty of Education,
1
Nasarawa State University, Keffi, Nigeria
PhD, Technical Education Department, School of Secondary Education,
2
Vocational/Technical Education Programs, College of Education, Akwanga, Nigeria
Abstract:
The study was carried out to identity the training needs of secondary school leavers in
the effective use of online test assessment for entry into higher institution. The design of
the study was survey research design. Five research questions guided the study. The
study was carried out in Akwanga Local Government Area of Nasarawa State.
Population for the study was 1032, sample for the study was 232 made up of 200
secondary school leavers and 32 internet tutors using proportionate random sampling
technique. A structured questionnaire was used for the data collection. The instrument
was face validated by three experts, one from Data Perfect Computers Centre Akwanga
and two from Computer Education Department, college of Education, Akwanga. Data
collected were analysed using weighted mean to answer the research question, and ttest statistics clusters had their reliability coefficients ranged from 0.82 to 0.86
respectively. It was found out that Secondary School leavers needed training on the five
clusters in 61 competencies on the use of internet for success in online test assessment. It
is recommended that computer training centres and institution with computer training
facilities should use the identified competencies by this study for training secondary
school leavers for success in online test assessment for job application or entry into
higher institution.
Keywords: online test assessment; secondary school leavers; need; training; effective;
assessment
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
63
Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
1.
Introduction
Assessment is a means of determining the achievement or performance of an individual
or worth of a program. Assessment in the view of Audu (2008) is a form of evaluation
that uses collected data for estimating the worth, quality and effectiveness of a program.
In Ombugus (2013), assessment refers to a process of determining the performance of a
student’s skills by asking the student to perform tasks that require those skills. Earlier,
Nwachukwu (2015) defined assessment as the consideration and judgment of students’
skills or knowledge competence. Assessment of students in institutions of learning
either for promotion to the next level or entry into higher institutions has usually been
carried out manually through written or oral examination. In this study, assessment is
the use of internet to determine the performance of secondary school leavers in external
examination usually conducted by Joint Admission and Matriculation Board (JAMB) for
helping tertiary institutions such as universities, polytechnics, and colleges of education
determine and select qualified secondary school leavers for admission into their various
programs of learning. The assessment that is of great concern to this study is the one
focused on the use of electronic technology such as the internet. With the development
in technology, assessment of learners becomes easier through electronic means known
as internet or online assessment.
Online test assessment is a web based application that establishes a network
between the institution, staff and students. Online test assessment according to Robin
(2010) is the process used for measuring certain aspect of information which is
delivered through a computer connected to the internet. Online test is used primarily to
measure cognitive abilities, demonstrating what has been learned after a particular
educational event has occurred such as the end of an instructional unit. Institutions log
onto their website to set questions of their choice for any student. The questions and
answers that have been attempted by the students are then evaluated and scores saved.
The scores can be retrieved from the computer by the internet assessor for the
determination of the performance of the secondary school leavers to be assessed with
regards to qualification and suitability for entry into an institution or job application.
Secondary school leavers in the view of Onwuka (2003) are those individuals
who have completed their senior secondary school certificate program and some who
may continue their studies in higher institution or may decide to enter into occupational
field. In this study, secondary school leavers are individuals that has completed a six
year study in a secondary school, and passed West African Senior School Certificate
Examination (WASSCE) or National Examination Council (NECO) with a minimum of
five credit, and qualified to sit for examination for entry into higher institution like
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
University, Polytechnics, and College of Education or seeking for job application in any
organization or federal government parastatal that require such qualification, but they
are assumed by this study to have low or negligible experience in the use of internet for
answering examination questions for the purpose of entering into higher institution or
seeking for job. The reason for this assumption is the scarcity of internet facilities in
most of the secondary schools attended by these secondary school leavers.
The Joint Admission and Matriculation Board (JAMB), and other recognized
internet examination organization or consultant are hired and trusted with the
responsibility of carrying out online test assessment to secondary school leavers.
Secondary school leavers or applicants into tertiary institution are made to answer their
examination questions usually called online test or computer base test examination
(CBTE) for ease of marking electronically and control of other factors such as delay in
releasing examination result and examination malpractice. Currently, Examination
bodies expected the teaching and learning in schools to match with the
assessment
method which is the use of online test assessment. In the area of this study, the
expectations of the examination bodies are far from been real because of certain
constraints which include absence of computer base training, use of ICT tools to tackle
problems on the internet after graduation. Therefore secondary school leavers’ who
have the intention of seeking admission into tertiary institution or job application
through online test assessment, and be successful in acquiring knowledge and skill in
all these areas of Computer, they need training.
Need according to Procter (1995) is a condition of lacking or wanting something
necessary or very useful. In view of Omeh (2010) a need is something that is required to
fill an existing essential gap. In this study, need is the ability of secondary school leavers
to operate and manage internet test items for success in online test assessment.
Secondary school leavers in this study need to possess knowledge and skills in booting
on a computer system, operating the input and output devices, software application for
browsing and downloading materials from the internet, time and facility management
for accessing internet test items and confidence building attitude. For these secondary
school leavers to be successful in these areas they need training.
Training as stated by Aliyu (2011) is the organizational effort aimed at helping an
employee to acquire basic skills required for the efficient execution of the function for
which he was hired. McNamara (2009) stated that training involves an expert working
with learners to transfer to them certain areas of skills to enable them improve in their
current job. Training enhances the acquisition of knowledge, skills, and attitude by an
employee that leads to his growth and development within the organizational
hierarchy. This type of training is applicable to all area of technology where the user is
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
ignorant. In the area of this study, secondary school leavers have been used to pen and
pencil examination throughout their study in the secondary school which was
administered by examination bodies like WASSCE (West African Senior School
Certificate) and NECO (National Examination Council). Technology is now exposing
and changing the process of examination from pen and pencil to computer and internet
based assessment for recruiting school leavers either for job application or entry into
tertiary institution. This development has demonstrated significantly the importance of
internet assessment, and secondary school leavers’ departure from pen and pencil
examination to internet based facilities by most examination bodies for which many
secondary school leavers are ill-prepared or very ignorant. Most of the secondary
school leavers are intelligent enough to pass the WASSCE and NECO examination
through pen and pencil, but they lack the confidence in attempting and passing online
examination for entry into higher institution or seeking for job application after
graduation. The issue here is the inability of these secondary school leavers to interact
confidently and intelligently with the technology provided for the online test
assessment by the internet assessors. Therefore secondary school leavers’ need effective
training to enable them become familiar, confident, and skilled in the application of
computer and internet to enable them interacts fully with these devices during online
examination. To be effective means to be very successful in the direction a teacher will
want a student or learner to succeed. This success can only be achieved through
training which is needed by secondary school leavers in online test assessment in the
mastery of the competencies on the components of the computer already stated above.
Therefore, it is necessary to identify the competencies in areas of computer as stated in
this study where secondary school leavers need training for success in online test
assessment for entry into higher institution.
The major purpose of the study therefore, is to determine the training needs of
secondary school leavers in Nasarawa State on the effective use of online test
assessment for entry into higher institutions. Specifically, the study identified the
training needs of secondary school leavers in: Booting on a computer system, Operating
of input and output devices, Software application for browsing and downloading
material from the internet, Time and facility management for accessing internet test
items, and Confidence building attitudes for success in online test assessment.
Methodology
Five research questions were answered by the study and five hypotheses tested. The
design of the study was descriptive survey. The study was carried out in Akwanga
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
Local Government Area of Nasarawa State. Population for the study was 1032 made up
of 1000 secondary school leavers and 32 internet tutors. Sample for the study was 232
made up of 200 secondary school leavers and 32 online instructors using proportionate
(20%) random sampling technique to select the sample for the secondary school leavers
while the entire population of the internet tutors was involved in the study. A 61
structured questionnaire item derived from literature was used as an instrument for
collecting data. Each questionnaire item had four responses options of Highly Needed
(HN), Averagely Needed (AN), Slightly Needed (SN), Not Needed (NN) with assigned
values of 4,3,2,1, respectively. It was face validated by three experts one from Data
Perfect Computers Centre, Akwanga and two from Computer Science Education
Department, College of Education Akwanga. The reliability of the questionnaire items
was achieved through the use of Cronbach-Alfa to determine the internal consistency of
each item. The Alfa co-efficient obtained for each area is as follows: Booting on the
computer system -0.82, Operating input and output devices -0.85, Software application
for browsing and downloading -0.86, Time and facility management -0.83, and
Confidence building attitude -0.84. The questionnaire was used to collect data through
the help of two research assistants. The data collected were analysed using weighted
mean to answer the research questions, and t-test statistics to test the hypotheses of no
significant difference at 0.05 level of significance and relevant degree of freedom.
The real limit of numbers was used to take a decision on the mean as follows:
4.00 – 3.50 (HN), 3.49-2.5 (AN), 2.49-1.5 (SN), 1.49-1.00 (NN); any item with a mean of
1.50 or above indicated that the item is needed for training school leavers for success in
online test assessment. In deciding on hypothesis tested on the mean ratings of the
responses of internet tutors and secondary school leavers the P-value was used. Any
item whose P-value is greater than or equal to 0.05, indicated that there is no significant
difference in the mean rating of the responses of the two groups of respondents on the
training needs of secondary school leavers on the item. Therefore the hypothesis of no
significant difference was accepted for that item.
Results
The result for this study was obtained from the research questions answered and
hypotheses tested through the analysis of the data collected.
Research Question 1:
What are the competencies in booting on a computer system on which secondary school
leavers needed training for success in online test assessment?
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
67
Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
Hypothesis 1:
There is no significant difference in the mean rating of secondary school leavers
and internet tutors on the competencies in booting on a computer system on which
secondary school leavers needed training for success in online test assessment. The data
for answering research question and testing hypothesis one are presented in Table 1.
Table 1: Mean ratings and t-test analysis of the responses of secondary school leavers and
internet tutors on the competency in booting on a computer system. IT: n=32, SSL: n=194
̅��
̅̅̅ S1sl S1t
̅ sI
S/N
Item Statement
Xg
�
PRQ
value
1.
Turn on the power button on a computer 3.88 3.87 3.89 0.33 0.31
0.78 HN
system
2.
Observe if the system is loading and setting 3.47 3.50 3.47 0.50 0.50
0.78 AN
the registers to specific values
3.
Check if the CPU jumps to address the BIOS
3.66 3.65 3.67 0.48 0.47
0.87 HN
4.
Observe if the BIOS runs post (power on 3.46 3.46 3.45 0.56 0.58
0.92 AN
self-test) and other necessary check on the
computer system
5.
Observe if the BIOS locates runs from MBR 3.42 3.17 3.62 0.70 0.68
0.01 AN
and locates the secondary boot loader.
6.
Check if primary boot loader runs from MBR 3.53 3.53 3.54 0.56 0.58
0.92 HN
and locates the secondary boot loader.
7.
Observe if the secondary boot loader loads 3.49 3.46 3.50 0.67 0.65
0.80 AN
the operating system and the windows logo
is displayed on the screen of the monitor of
the computer system.
Cluster Information
3.55 3.52 3.59 0.54 0.53
0.72 HN
̅̅̅ = mean of Internet tutors, XsI mean of secondary school
Keys:�̅g = Grand mean, ��
leavers, S1t= Variance of Internet tutors, NS = Not Significant, HN = Highly Needed, AN
= AN Needed, S* = Significant, IT = Internet tutor, Secondary School Leavers, RQ = R
Question, Ho = hypotheses.
Table 1 revealed that the mean value is 3.55 on the cluster information on the
competency in booting on a computer system and is greater than 1.50; this indicated
that secondary school leavers needed training on the competency in booting on a
computer system.
The data in Table 1 also revealed that the cluster information on the competency
in booting on a computer system had its p-value as 0.72 and is greater than 0.05
indicating that there was no significant difference in the mean rating of the responses of
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
68
Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
secondary school leavers and internet tutors on the competency in booting on a
computer system.
Research Question 2:
What are the competencies in operating input and output devices on secondary school
leavers needed training success in online test assessment?
Hypothesis 2:
There is no significant difference between the mean rating of secondary school
leaver internet tutors on the competencies in on input and output devices on which
secondary school leavers needed training for success internet test assessment. The data
for answering research question testing hypothesis two were presented in Table 2.
Table 2: Mean rating and t-test analysis of the responses of secondary school leavers and
internet tutors competency in operating input and output devices. IT: n=32, SSL: n=194
̅g
̅ sI
S/NO
Item statement
�
�
Xt
S1sl
S1t
PRQ HO
value
1.
Connect the power cable to the 3.80 3.81 3.82 0.39
0.38
0.86 HN
NS
0.49
0.87
AN
NS
0.50
0.03 HN
S
0.51
0.61 HN
NS
0.61
0.62
AN
NS
0.48
0.83 HN
NS
0.49
0.70 HN
NS
0.49
0.70 HN
NS
source of power
2.
Connect the VGA (Video Graphic 3.38 3.47 3.30 0.49
Adapter) cable from the monitor to
system unit
3.
Locate and press the power button 3.65 3.52 3.80 0.55
to start up the monitor
4.
Identify if monitor screen display 3.63 3.62 3.67 0.55
the desktop icons.
5.
Locate and press the buttons at the 3.48 3.43 3.49 0.66
base of the monitor to adjust the
volume, contrast, brightness and
colour of the monitor
6.
Click on left button of the mouse to 3.58 3.59 3.61 0.49
select an item
7.
Click on the left-button of mouse 3.55 3.56 3.58 0.50
twice to open a selected item.
8.
Click on the left button of the mouse 3.55 3.56 3.58 0.50
to pop up a small dialog box
9.
Handle the mouse correctly
3.48 3.46 3.52 0.56
0.58
0.64
AN
NS
10.
Press F1 to display the help dialog 3.28 3.31 3.32 0.78
0.72
0.93
AN
NS
box
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
11.
Press F10 to activate the menu bar 3.25 3.05 3.49 0.67
0.65
0.01
AN
S
0.67
0.94
AN
NS
0.68
0.75
AN
NS
0.59
0.84
AN
NS
0.62
0.59 HN
NS
0.62
0.59
AN
NS
NS
option
12.
Press ctrl + shift + Esc key to open 3.33 3.37 3.36 0.70
window task manager
13.
Press Alt + TAB key to switch to 3.43 3.43 3.47 0.71
another running program
14.
Press window logo + E key to 3.30 3.31 3.33 0.59
display windows explorer
15.
Press window logo to display the 3.53 3.43 3.50 0.61
start menu
16.
Press ctrl + C key to copy a 3.38 3.43 3.50 0.61
document
17.
Press ctrl + X key to cut a document
3.38 3.43 3.40 0.61
0.61
0.79 HN
18.
Press window logo + P key to start 3.45 3.33 3.60 0.61
0.62
0.02
AN
S
0.62
0.59
AN
NS
Press shift + Delete key to delete an 3.45 3.46 3.50 0.67 o.65
0.80
AN
NS
0.58 HN
NS
the print manager
19.
Press window logo + D key to 3.45 3.43 3.50 0.61
minimize all open window and
display the desktop.
20.
item permanently.
Cluster Information
3.46 3.44 3.51 0.60
0.58
Keys:�̅g = Grand mean, Xt ̅̅̅̅̅̅̅̅
�� of Internet tutors, XsI mean of secondary school
leavers, S1sI= Variance of secondary school leavers, S1t Variance of Internet tutors, NS =
Not Significant, HN = Highly Needed, AN = Averagely Needed, S* = Significant, IT =
Internet tutor, SSL Secondary School Leavers, RQ Research Question, Ho hypotheses.
Table 2 revealed that the mean value is 3.46 on the cluster information on the
competency in operating input and output devices and is greater than 1.50; this
indicated that secondary school leavers needed training in operating input and output
devices.
The data in Table 2 also revealed that cluster information on the competency in
operating input and output devices had its P-value as 0.58 and is greater than 0.05
indicating that there was no significant difference in the mean rating of the responses of
secondary school leavers and internet tutors on the competency in operating input and
output devices on a computer system.
Research Question 3:
What are the competencies in software application for browsing and downloading materials
from the internet on which secondary school leavers needed training for high performance in
online test assessment?
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
Hypothesis 3:
There is no significant different in the mean rating of secondary school leavers
and internet tutors on the competencies in software application for browsing and
downloading materials from the internet on which secondary school leavers needed
training for high performance in online test assessment. The data for answering
research question and testing hypothesis were presented in table 3.
Table 3: Mean ratings and t-test analysis of the responses of secondary school leavers and
internet tutors on the competency in software application for browsing and downloading
materials from the internet. IT: n=32, SSL: n=194
̅g
̅ sI
Item Statement
�
�
Xt
S1sl S1t
S/N
1.
Get on the web with a computer 3.88 3.87 3.39 0.33 0.31
P-
RQ
HO
0.78 HN
NS
value
system
2.
Open internet explorer or Mozilla
3.70 3.71 3.73 0.52 0.48
0.84 NH
NS
3.
Enter a web address
3.33 3.31 3.35 0.53 0.52
0.66
AN
NS
4.
Locate search engine (e.g.) yahoo, 3.58 3.62 3.61 0.55 0.52
0.90
AN
NS
NS
goggle.
5.
Navigate through web pages
3.50 3.53 3.54 0.56 0.58
0.92 HN
6.
Search the internet for information
3.30 3.11 3.55 0.78 0.72
0.01
AN
S
7.
Type needed concept into the search 3.18 3.21 3.21 0.65 0.66
0.95
AN
NS
0.92 HN
NS
engine.
8.
Download material/document from 3.50 3.53 3.54 0.56 0.58
the internet through appropriate path.
9.
Save web pages as a file.
3.40 3.46 3.42 0.56 0.58
0.71
AN
NS
10.
Store or transfer the downloaded 3.38 3.27 3.62 0.70 0.68
0.00
AN
S
materials into a storage devices e.g.
flash
11.
Open multiple web pages of a time
3.33 3.37 3.36 0.65 0.63
0.90
AN
NS
12.
Browse for relevant material
3.40 3.40 3.44 0.66 0.65
0.73
AN
NS
13.
Download PDF files successfully
3.33 3.37 3.37 0.70 0.70
0.97
AN
NS
14.
Create and send email messages
3.25 3.31 3.28 0.69 0.68
0.85
AN
NS
15.
Logout from the internet
3.48 3.46 3.52 0.56 0.58
0.64
AN
NS
Cluster Information
3.43 3.43 3.46 0.60 0.59
0.71
AN
NS
̅̅̅ mean of Internet tutors, XsI mean of secondary school leavers,
Keys:�̅g grand mean, ��
S1sI Variance of secondary school leavers, S1t Variance of Internet tutors, NS Not
Significant, HN = Highly Needed, AN = Averagely Needed, S* Significant, IT Internet
tutor, SSL Secondary School Leavers, RQ Research Question, Ho hypotheses.
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
Table 3 revealed that the mean value is 3.43 on the cluster information on the
competency in software application for browsing and downloading materials and is
greater than 1.50; this indicated that secondary school leavers needed training in
software application for browsing and downloading.
The data in Table 3 also revealed that the cluster information on the competency
in software application for browsing and downloading materials from the internet had
its P-value as 0.71 and is greater than 0.05 indicating that there was no significant
difference in the mean rating of the responses of secondary school leavers and internet
tutors on the competency in software application for browsing and downloading
materials from the internet.
Research Question 4:
What are competencies in time and facility management for accessing internet test items
on which secondary school leavers needed training for effectiveness in online test assessment?
Hypothesis 4
There is no significant difference in the mean rating of secondary school leavers
and internet tutors on the competencies in time and facility management on which
secondary school leavers needed training for effectiveness in online test assessment.
The data for answering research question and testing hypothesis are presented in Table
4.
Table 4: Mean rating and t-test analysis of the responses of secondary school leavers and
internet tutors on the competencies in time and facility management. IT: n=32, SSL: n=194
Significant difference in the mean rating of the item
statement
S/N
1.
Item Statement
Set realistic goal in internet test
̅g
�
̅ sI
�
Xt
S1sl
S1t
P-
RQ
HO
value
3.85
3.87
3.36
0.33
0.34
0.89
HN
NS
3.25
3.28
3.27
0.63
0.56
0.94
AN
NS
3.68
3.52
3.82
0.55
0.49
0.02
HN
S
3.45
3.43
3.50
0.66
0.65
0.61
AN
NS
3.35
3.34
3.40
0.78
0.73
0.65
AN
NS
assessment.
2.
Plan for the future when assessing
the internet.
3.
Monitor activities as you assess the
internet
4.
Create an environment conducive
for effectiveness in the internet
environment
5.
Set priorities for yourself as you
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
assess the internet items.
6.
Carry out activity around those
3.53
3.56
3.56
0.56
0.58
0.96
3.51
3.50
3.48
0.58
0.55
0.67
HN
NS
priorities
Cluster Information
Keys: �̅g grand mean, Xt ̅̅̅̅̅̅̅̅
�� Internet tutors, XsI mean of secondary school leavers,
S1sI Variance of secondary school leavers, S1t Variance of Internet tutors, NS Not
Significant, HN = Highly Needed, AN Averagely Needed, S* Significant, RQ Research
Question, Ho hypotheses.
Table 4 revealed that the mean value is 3.51 on the cluster information on the
competencies in time and facility management and is greater than 1.50; this indicated
that secondary school leavers needed training in time and facility management.
The data in Table 4 also revealed that the cluster information on the competency
in time and facility management had its P-value as 0.67 and is greater than 0.05
indicating that there was no significant difference in the mean rating of secondary
school leavers and internet tutors on the competency in time and facility management.
Research Question 5:
What are the competencies in confidence building attitudes on which secondary school
leavers needed training for success in online test assessment?
Hypothesis 5:
There is no significant difference in the mean rating of secondary school leavers
and internet instructors on the competency in confidence building attitude on which
secondary school leavers needed training for success in online test assessment. The data
for answering research question and testing hypothesis five are presented in table 5.
Table 5: Mean ratings and t-test analysis of the responses of secondary school leavers and
internet tutors on the competencies on confidence building attitude. IT: n=32, SSL: n=19
̅g �
̅ sI
S/N Item Statement
�
Xt
S1sl S1t
PRQ HO
value
1.
Accept the truth about himself both 3.90 3.90 3.91 0.29 0.28
0.91 HN
NS
good and bad, and be ok with it
2.
Surround oneself with likeminded 3.33 3.51 3.25 0.53 0.52
0.01
AN
S
0.80
AN
NS
0.87
AN
NS
and supportive people
3.
Start with achieving small and easy 3.35 3.37 3.41 0.79 0.77
goal and work up to larger goal
4.
Recognize and release destructive
3.45 3.46 3.48 0.56 0.54
habits from the past.
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
5.
Focus on the positive not the negative.
3.38 3.59 3.62 0.61 0.60
6.
Provide positive feedback to learners 3.70 3.55 3.84 0.48 0.43
0.76
AN
NS
0.03 HN
S
when appropriate
7.
Provide suitable environment and 3.23 3.28 3.24 0.58 0.56
0.75
AN
NS
0.97
AN
NS
facility for learners to learn.
8.
Correct learners gently when they 3.33 3.37 3.37 0.70 0.70
make mistake rather than bulling..
9.
Set realistic goal for each learner
3.50 3.53 3.54 0.56 0.58
0.92 HN
NS
10.
Create
3.30 3.37 3.34 0.70 0.70
0.79
AN
NS
Be proud of students when they 3.38 3.41 3.41 0.66 0.64
0.92
AN
NS
0.96 HN
NS
0.84
NS
an
open
and
positive
environment for learning
11.
record achievement
12.
Encourage students to try harder 3.53 3.56 3.56 0.56 0.58
when they fail.
13.
Use appropriate teaching strategies 3.48 3.50 3.52 0.71 0.68
AN
that provide an opportunity for equal
participation.
Cluster Information
3.45 3.49 3.49 0.59 0.58 0.73
Keys: Xg grand mean, Xt mean of Internet tutors, XsI mean of secondary school leavers,
S1sI Variance of secondary school leavers, S1t Variance of Internet tutors, NS Not
Significant, HN=Highly Needed, AN Averagely Needed, S* Significant, RQ Research
Question, Ho hypotheses.
Table 5 revealed that the mean value is 3.45 on the cluster information on the
competencies in confidence building attitude and is greater than 1.50; this indicated that
secondary school leavers needed training in the competency in confidence building
attitude.
The data in Table 5 also revealed that the cluster information on the competency
in time and facility management had its P-value as 0.73 and is greater than 0.05
indicating that there was no significant difference in the mean rating of the responses of
secondary school leavers and internet tutors on the competency in confidence building
attitude.
Discussion of Findings
The study found out that secondary school leavers needed training for success in online
test assessment in the following competencies: 7 competencies in booting on the
computer System, 20 competencies in operating input and output devices, 15
competencies in software application for browsing and downloading material from the
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
internet, 6 competencies in time and facility management and 13 competencies on
confidence building attitude.
These findings were in agreement with the submission of Omeh (2010) who
stated that for individual to perform the operation of booting the computer system
effectively they must be competent in 7 competencies such as Turning on the power
button on the computer system among others. Also in Time and Facility Set priorities
for yourself as you assess the internet items and 5 others. The findings was supported
by the submission of Marley (2014) that effectiveness in interaction with the computer
for success in any examination required confidence building attitude in 13 competencies
like; create an open and positive environment for learning and 12 others.
The findings of the hypothesis revealed that there is no significant difference in
the mean rating of the internet tutors and secondary school leavers on 52 out of 61
competencies for operating computer on which secondary school leavers need training
for success in online test assessment. This revealed that the respondent in operating
computer for success in online test assessment did not significantly influence the
responses on the 52 items, but probably did significantly on nine items.
Conclusion
It was generally observed in the area of this study that secondary school leavers’ who
have been used to pen and pencil examination usually encounter difficulties in
interacting with the computer in any examination for success in online test assessment,
and therefore usually recorded low scores, though they may be competent
intellectually. This study was carried out to identify the competencies required for
operating the computer on which secondary school leavers needed training for success
in online test assessment. The study also found out that secondary school leavers
needed training for success in online test assessment. The study also found out that
secondary school leavers needed training in 61 competencies in 5 areas of computer for
success in online test assessment for job application or entry into higher institution. It is
therefore recommended that the findings of this study be used by organized computer
training centre, higher institution, internet tutors for training secondary school leavers
for success in online test assessment.
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Rebecca I. Umaru, Danjuma A. Ombugus TRAINING NEEDS OF SECONDARY SCHOOL LEAVERS IN THE EFFECTIVE USE OF
ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
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ONLINE TEST ASSESSMENT FOR ENTRY INTO HIGHER INSTITUTION
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