TEACHERS’ APPLICATION OF ONLINE CONTINUOUS ASSESSMENT IN CURBING TEST MALPRACTICE AMONG ECONOMICS STUDENTS IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

In this study, the researcher explored teachers’ application of online continuous 
assessment tools in curbing test malpractice among Economics students in 
secondary schools in Anambra State. Two research questions were asked and two 
corresponding hypotheses were formulated and tested at 0.05 level of 
significance. The design is descriptive survey research design. The population is 
263 principals in all the 263 public senior secondary schools in Anambra State. A 
sample of 263 principals which represented the entire population, hence no 
sampling technique was used. The instrument for data collection was a 
researchers’ made rating scale titled “Teachers’ Application of Online Continuous 
Assessment Tools in Curbing Test Malpractice among Economics Students Scale 
(TAOCATCTMESS) which contained 17 items using the 4 point Likert scale 
options of Very High Level (VHL), High Level (HL), Low Level (LL) and Very 
Low Level (VLL). In order to ensure that the instrument measure what it was 
supposed to measure, 3 research specialists from Anambra State University, 
Owerri validated the instrument. Cronbach Alpha statistics was used for the 
computation of reliability of the instrument which yielded a coefficient value of 
0.86. Mean statistics and standard deviation were used to answer the research 
questions while the hypotheses were tested using t-test statistics. The result 
revealed that there is a low level of teachers’ application of Computer-Based Tests 
(CBT) and biometric authentication in curbing test malpractice among 
Economics students in secondary schools in Anambra State. It was recommended 
among others that principals should provide teachers with comprehensive training 
and resources on designing, administering, and managing Computer-Based Tests 
(CBT) to effectively curb test malpractice among Economics students and 
enhance assessment integrity.