Teacher's ICT awareness and competence as determinants of electronic examination adoption disposition in secondary schools, Ogun State

Abstract

This study focused on Information and Communication Technology Awareness and Competence as determinants of electronic examination adoption disposition of secondary school teachers. A non-experimental research design was used with an adoption of survey research type. The sample for the study included 240 secondary school teachers from all 20 local government areas in Ogun State. Data was collected using academic staff ICT disposition questionnaire (ASIDQ) having 5 sections (r = 0.79, 0.79, 0.94, 0.92). Data collected were analyzed using Pearson Product Moment Correlation and One-way ANOVA. There is a significant relationship between teachers' length in service and readiness for electronic examination [p = 0.001(<0.05)]. Electronic examination readiness of staff differ on their level of ICT competence [F (2, 237) = 13.41, p<0.05]. Also, electronic examination readiness of staff differ on their level of ICT awareness [F (2, 237) = 9.06, p<0.05]. Post-hoc result showed that teachers with high competence and high awareness have better readiness for electronic examination than other groups. It was therefore concluded that teachers should make judicious use of ICT training opportunities no matter their age and also endeavour to adopt ICT in teaching and assessment in a bid to bridge the digital divide inherent in education.