Perceived Digital Assessment Strategies for Prevention of Examination Malpractice among Students in Tertiary Institutions in Anambra State

Abstract

This study investigates the perceived effectiveness of digital assessment strategies in preventing examination malpractice among students in tertiary institutions in Anambra state. A survey design was employed, and self-structured questionnaires were used for data collection. The questionnaire was duly validated by three experts. The sample size consisted of 100 students in tertiary institutions in Anambra state. The study addresses three research questions and two hypotheses related. Levene's test and subsequent t-tests revealed significant gender-based differences in attitudes and the impact of digital literacy. The findings underscore the importance of tailored educational interventions to enhance students' awareness, attitudes, and digital literacy, especially considering the diverse needs and perceptions of male and female students. The study contributes valuable understandings for educational policymakers and institutions in Anambra State, recommending targeted initiatives such as educational campaigns and workshops to promote a positive attitude toward digital assessment strategies and equip students with the necessary digital skills. Ultimately, this research provides a foundation for refining and implementing effective digital assessment strategies to mitigate examination malpractice among students in tertiary institutions in the state.

Keywords: Digital assessment, prevention, examination, malpractice, tertiary institutions, students.