Perceived Usefulness and Ease of Use of Online Examination System: A Case of Institute of Accountancy Arusha

Adam Semlambo; Kabeya Almasi; Yusuph Liechuka

doi:10.18535/ijsrm/v10i4.ec08

Abstract

Online examination systems have revolutionised the learning process for many learning institutions around the globe, especially in developing countries, and have proven effective during the COVID-19 pandemic to maintain social distance. This study employed the Technological Acceptance Model (TAM) to evaluate the perceived usefulness and ease of use of such systems when adopted in developing countries like Tanzania, where such systems are not well known by the learners. Also, the perceptions of such examinations among learners are not well explored. The Institute of Accountancy in Arusha was used as a case study where the population was 125, which is all third-year undergraduate learners of computer-based subjects. A descriptive analysis through SPSS version 26 showed a mixed perception about supporting online examinations in higher learning institutions. Furthermore, the study analysed different factors for perceived usefulness and ease of use of online examinations for learners, such as participant technical consigns, academic contributions, and security consigns. Based on the findings, the study recommended that the institution's management support is needed, and dedicated funds should be set aside to support reliable technologies for online learning and examinations.

Keywords

ITease of useperceived usefulnessonline examination systemsonline learning

References

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Alsadoon, H. (2017). Students’ Perceptions of E-Assessment at Saudi Electronic University. TOJET: The Turkish Online Journal of Educational Technology, 16(1), 147-153.Google Scholar ↗
Al-Saleem, S. M., & Ullah, H. (2014). Security Considerations and Recommendations in Computer-Based. The Scientific World Journal.Google Scholar ↗
Anusha., S., Soujanya.T, S., & S.Vasavi, D. (2012). Study on Techniques for Providing Enhanced Security During Online Examinations. International Journal of Engineering Inventions, 1(1), 32-37.Google Scholar ↗
Baleni, Z. G. (2015). Online Formative Assessment in Higher Education: Its Pros and Cons. The Electronic Journal of e-Learning, 13(4), 228-236.Google Scholar ↗
Cavanaugh, A. J., & Song, L. (2014). Audio Feedback versus Written Feedback: Instructors' and Students' Perspectives. Journal of Online Learning and Teaching, 10(1), 122-138.Google Scholar ↗
Cook, J., & Jenkins, V. (2010). Getting Started with e-Assessment. The University of Bath.Google Scholar ↗
Dreher, C., Reiners, T., & Dreher, H. (2011). Investigating Factors Affecting the Uptake of Automated Assessment Technology. Journal of Information Technology Education: Research, 10(1), 161-181.Google Scholar ↗
Farahat, T. (2012). Applying the Technology Acceptance Model to Online Learning in the Egyptian Universities. Procedia - Social and Behavioral Sciences, 104, 64-95.Google Scholar ↗
Farzin, S. (2016). The attitude of Students Towards E-Examination System: an Application of E-Learning. Science Journal of Education, 4(6).Google Scholar ↗
Hasan, L. (2016). The Usefulness And Usability of Moodle LMS as Employed by Zarqa University in Jordan. Journal of Information Systems and Technology Management, 16.Google Scholar ↗
Hodgson, P., & Pang, M. Y. (2012). Effective Formative e-assessment of Student Learning: a Study on a Statistics Course. Assessment & Evaluation in Higher Education(37), 2015-255.Google Scholar ↗
James, R. (2016). Tertiary Student Attitudes to Invigilated, Online Summative Examinations. International Journal of Educational Technology in Higher Education, 16.Google Scholar ↗
Jimenez, I. A., García, L. C., Violante, M. G., Marcolin, F., & Vezzetti, E. (2021). Commonly Used External TAM Variables in e-Learning Agriculture and Virtual Reality Applications. Future Internet, 13(7), 1-21.Google Scholar ↗
Jordan, S. (2016). E-assessment: Past, present and future. New Directions in the Teaching of Physical Sciences, 9(1), 1-20.Google Scholar ↗
Kothar. (2004). Research Methodology; Methods and Techniques. New Delhi: New Age International Publishers.Google Scholar ↗
Kuikka, M., Kitola, M., & Laakso, M.-J. (2014). Challenges When Introducing Electronic Exam. Research in Learning Technology, 22.Google Scholar ↗
Küppers, B., & Schroeder, U. (2019). Students’ Perceptions of e-Assessment. Advances in Information and Communication Technology, 524, 275-284.Google Scholar ↗
Loc, V. V., Vu, N. N., & Linh, V. T. (2021). EFL Students’ Attitudes Towards the Ease of Use Mobile Technology to Learn English at a University in Vietnam. Advances in Social Science, Education and Humanities Research, 621, 291-298.Google Scholar ↗
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Sarrayrih, M. A., & Ilyas, M. (2013). Challenges of Online Exam, Performances and problems for Online University Exam. International Journal of Computer Science Issues, 10(1), 439-443.Google Scholar ↗
Shraim, K. Y. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education, 20(4), 185-196.Google Scholar ↗
Sorensen, E. (2013). Implementation and Student Perceptions of e-assessment in a Chemical Engineering Module. European Journal of Engineering Education, 38(2), 172-185.Google Scholar ↗
Tsai, Y.-R. (2017). Applying the Technology Acceptance Model (TAM) to explore the effects of a Course Management System (CMS)-Assisted EFL writing instruction. Computer Assisted Language Instruction Consortium, 153-171.Google Scholar ↗
Uchenna, O. (2012). The use of e-assessments in the Nigerian Higher Education System. Turkish Online Journal of Distance Education, 13(4), 140-152.Google Scholar ↗
Yaacob, N. I., Baharudin, H. B., Ali, S. B., & Khan, S. B. (2020). The Effectiveness of Online Systems and Applications Usage for Online Final Examination Amongst Academicians During MCO Period. Journal of Management & Muamalah, 10(2).Google Scholar ↗

[refR-1] Ali, S., Fadil, T. A., & Qarabash, N. A. (2021). Online Examination System (Electronic Learning). Baghdad, Iraq: Springer Nature Singapore Pte Ltd.Google Scholar ↗

[refR-2] Alsadoon, H. (2017). Students’ Perceptions of E-Assessment at Saudi Electronic University. TOJET: The Turkish Online Journal of Educational Technology, 16(1), 147-153.Google Scholar ↗

[refR-3] Al-Saleem, S. M., & Ullah, H. (2014). Security Considerations and Recommendations in Computer-Based. The Scientific World Journal.Google Scholar ↗

[refR-4] Anusha., S., Soujanya.T, S., & S.Vasavi, D. (2012). Study on Techniques for Providing Enhanced Security During Online Examinations. International Journal of Engineering Inventions, 1(1), 32-37.Google Scholar ↗

[refR-5] Baleni, Z. G. (2015). Online Formative Assessment in Higher Education: Its Pros and Cons. The Electronic Journal of e-Learning, 13(4), 228-236.Google Scholar ↗

[refR-6] Cavanaugh, A. J., & Song, L. (2014). Audio Feedback versus Written Feedback: Instructors' and Students' Perspectives. Journal of Online Learning and Teaching, 10(1), 122-138.Google Scholar ↗

[refR-7] Cook, J., & Jenkins, V. (2010). Getting Started with e-Assessment. The University of Bath.Google Scholar ↗

[refR-8] Dreher, C., Reiners, T., & Dreher, H. (2011). Investigating Factors Affecting the Uptake of Automated Assessment Technology. Journal of Information Technology Education: Research, 10(1), 161-181.Google Scholar ↗

[refR-9] Farahat, T. (2012). Applying the Technology Acceptance Model to Online Learning in the Egyptian Universities. Procedia - Social and Behavioral Sciences, 104, 64-95.Google Scholar ↗

[refR-10] Farzin, S. (2016). The attitude of Students Towards E-Examination System: an Application of E-Learning. Science Journal of Education, 4(6).Google Scholar ↗

[refR-11] Hasan, L. (2016). The Usefulness And Usability of Moodle LMS as Employed by Zarqa University in Jordan. Journal of Information Systems and Technology Management, 16.Google Scholar ↗

[refR-12] Hodgson, P., & Pang, M. Y. (2012). Effective Formative e-assessment of Student Learning: a Study on a Statistics Course. Assessment & Evaluation in Higher Education(37), 2015-255.Google Scholar ↗

[refR-13] James, R. (2016). Tertiary Student Attitudes to Invigilated, Online Summative Examinations. International Journal of Educational Technology in Higher Education, 16.Google Scholar ↗

[refR-14] Jimenez, I. A., García, L. C., Violante, M. G., Marcolin, F., & Vezzetti, E. (2021). Commonly Used External TAM Variables in e-Learning Agriculture and Virtual Reality Applications. Future Internet, 13(7), 1-21.Google Scholar ↗

[refR-15] Jordan, S. (2016). E-assessment: Past, present and future. New Directions in the Teaching of Physical Sciences, 9(1), 1-20.Google Scholar ↗

[refR-16] Kothar. (2004). Research Methodology; Methods and Techniques. New Delhi: New Age International Publishers.Google Scholar ↗

[refR-17] Kuikka, M., Kitola, M., & Laakso, M.-J. (2014). Challenges When Introducing Electronic Exam. Research in Learning Technology, 22.Google Scholar ↗

[refR-18] Küppers, B., & Schroeder, U. (2019). Students’ Perceptions of e-Assessment. Advances in Information and Communication Technology, 524, 275-284.Google Scholar ↗

[refR-19] Loc, V. V., Vu, N. N., & Linh, V. T. (2021). EFL Students’ Attitudes Towards the Ease of Use Mobile Technology to Learn English at a University in Vietnam. Advances in Social Science, Education and Humanities Research, 621, 291-298.Google Scholar ↗

[refR-20] Meletiou, G., Voyiatzis, I., Stavroulaki, V., & Sgouropoulou, C. (2012). Design and Implementation of an E-exam System Based on the Android Platform. 16th Panhellenic Conference on Informatics (pp. 375-380). Piraeus, Greece: IEEE.Google Scholar ↗

[refR-21] Sarrayrih, M. A., & Ilyas, M. (2013). Challenges of Online Exam, Performances and problems for Online University Exam. International Journal of Computer Science Issues, 10(1), 439-443.Google Scholar ↗

[refR-22] Shraim, K. Y. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education, 20(4), 185-196.Google Scholar ↗

[refR-23] Sorensen, E. (2013). Implementation and Student Perceptions of e-assessment in a Chemical Engineering Module. European Journal of Engineering Education, 38(2), 172-185.Google Scholar ↗

[refR-24] Tsai, Y.-R. (2017). Applying the Technology Acceptance Model (TAM) to explore the effects of a Course Management System (CMS)-Assisted EFL writing instruction. Computer Assisted Language Instruction Consortium, 153-171.Google Scholar ↗

[refR-25] Uchenna, O. (2012). The use of e-assessments in the Nigerian Higher Education System. Turkish Online Journal of Distance Education, 13(4), 140-152.Google Scholar ↗

[refR-26] Yaacob, N. I., Baharudin, H. B., Ali, S. B., & Khan, S. B. (2020). The Effectiveness of Online Systems and Applications Usage for Online Final Examination Amongst Academicians During MCO Period. Journal of Management & Muamalah, 10(2).Google Scholar ↗