KNOWLEDGE AND PERCEPTION OF NURSING STUDENTS TOWARDS COMPUTER BASED TEST IN SELECTED NURSING INSTITUTIONS IN LAGOS STATE

Abstract

This study examined the impact of leadership styles on employee performance in the banking sector. A quantitative survey research design was adopted to investigate this relationship. A structured questionnaire was designed to collect data from a sample of 120 respondents, comprising employees from various banks. The data collected were analyzed using SPSS27, and t-tests were employed to test the stated hypotheses. The findings indicated a significant correlation between leadership styles and employee performance. Specifically, transformational leadership was positively associated with higher employee performance, whereas transactional leadership showed a moderate positive impact. Laissez-faire leadership, however, had a negligible or negative effect on employee performance. The results demonstrated that leadership styles play a crucial role in determining the productivity and job satisfaction of employees in the banking sector. In conclusion, the study underscored the importance of adopting effective leadership styles to enhance employee performance. Transformational leadership emerged as the most effective style in fostering a productive and motivated workforce. The study recommended that bank management should prioritize training programs that develop transformational leadership skills among their leaders. Furthermore, it suggested regular assessments of leadership approaches to ensure alignment with organizational goals and employee needs. The study provided valuable insights into the dynamics of leadership in the banking sector, highlighting the necessity for strategic leadership development initiatives. These initiatives are essential for improving overall organizational performance and maintaining a competitive edge in the industry. Future research could explore the long-term impacts of different leadership styles on employee performance and examine other sectors for a more comprehensive understanding of the phenomenon.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The integration of technology in educational assessments has brought significant changes, particularly in transforming traditional paper-based examinations to computer-based tests (CBTs). This shift has had a profound impact on various fields, including nursing education. CBTs offer numerous advantages such as instant feedback, flexibility in scheduling, and improved test security, making them a preferred mode of assessment in many educational institutions (Dhawan et al., 2022). This study explores the knowledge and perception of nursing students towards CBTs in selected nursing institutions in Lagos State, Nigeria. Understanding these perceptions is crucial as it influences their readiness and performance in adopting modern assessment methods.

One of the primary benefits of CBTs is the provision of instant feedback. In traditional paper-based tests, students often wait days or weeks to receive their results, which can delay the learning process. Instant feedback from CBTs allows students to immediately understand their strengths and areas needing improvement, facilitating a more efficient learning cycle (Al-Balas et al., 2020). This immediate response can enhance students' ability to retain information and apply it effectively in clinical settings, which is particularly important in nursing education where practical application of knowledge is critical.

Flexibility in scheduling is another significant advantage of CBTs. Traditional exams often require all students to take the test at the same time, which can be logistically challenging. CBTs, however, can be scheduled at various times to accommodate different student needs and reduce the stress associated with fixed examination schedules (Ssekakubo et al., 2021). This flexibility is especially beneficial for nursing students who may have demanding clinical rotations and other responsibilities. By allowing students to choose their exam times, CBTs can help to create a more balanced and less stressful educational experience.

Improved test security is a critical benefit of CBTs that addresses many of the issues associated with traditional paper-based exams. Paper exams are susceptible to theft, loss, and unauthorized distribution. In contrast, CBTs are typically conducted in secure digital environments with various security measures such as randomized questions, password protection, and monitoring software to prevent cheating (Koirala et al., 2020). These security features help ensure the integrity of the examination process, which is vital for maintaining the credibility of nursing education programs.

Despite these advantages, the transition to CBTs is not without challenges. Students’ familiarity and comfort with technology play a significant role in their acceptance and performance in CBTs. For instance, students who are not well-versed in using computers may find CBTs intimidating, which can negatively impact their performance (Rizvi et al., 2019). Therefore, it is essential to assess the knowledge and perception of nursing students towards CBTs to identify potential barriers and develop strategies to support their successful integration.

Understanding the knowledge and perception of nursing students towards CBTs involves evaluating their previous experiences with technology, their attitudes towards digital assessments, and their perceived advantages and disadvantages of CBTs (Ali et al., 2016). This evaluation can provide valuable insights into how prepared students are for this transition and what additional support they might need. For example, providing training sessions on using CBT platforms and familiarizing students with the format and functionality of these tests can help alleviate anxiety and improve performance.

In addition to technical familiarity, students' perceptions of the fairness and reliability of CBTs also influence their acceptance. Some students may be skeptical about the accuracy of computer-graded exams or concerned about technical issues that could affect their performance (Tuladhar et al., 2020). Addressing these concerns through transparent communication about how CBTs are designed, graded, and monitored can help build trust in this assessment method.

The transition to CBTs also requires consideration of the broader educational infrastructure. Institutions must ensure they have the necessary technological resources, including reliable internet access, adequate computer facilities, and technical support, to implement CBTs effectively (Al-Shboul, 2023). In regions like Lagos State, where there may be variability in technological infrastructure, it is crucial to address these logistical challenges to provide a seamless testing experience for all students.

Moreover, the perceptions of educators towards CBTs play a significant role in their successful implementation. Instructors who are confident in using technology and believe in the benefits of CBTs are more likely to advocate for their adoption and provide the necessary support to students (Mamattah, 2020). Professional development and training programs for educators can help build their competence and confidence in administering CBTs, thereby enhancing the overall effectiveness of this assessment method.

Research has shown that well-designed CBTs can accurately assess a wide range of skills and knowledge, including critical thinking and clinical decision-making, which are essential competencies in nursing (Cook et al., 2008). By using various question types, such as multiple-choice, short answer, and simulation-based questions, CBTs can provide a comprehensive evaluation of students' abilities. This versatility makes CBTs a powerful tool for nursing education, where diverse assessment methods are needed to capture the complexity of nursing practice.

Furthermore, ongoing research and evaluation are necessary to continuously improve CBT systems and address emerging challenges. As technology evolves, so too should the methods of assessment to ensure they remain relevant and effective in measuring students' competencies (Lee et al., 2021). Collaboration between educational institutions, technology developers, and policymakers will be key to fostering an environment where CBTs can thrive and contribute to the advancement of nursing education.

In addition, the impact of CBTs on educational outcomes should be a focus of future research. Studies that examine the long-term effects of CBTs on students' academic performance, retention of knowledge, and preparedness for clinical practice will provide valuable data to inform best practices (Bączek et al., 2021). Understanding these outcomes will help educators refine their approaches to CBTs and ensure they are meeting the educational needs of nursing students.

1.2 Statement of Problem

The integration of computer-based tests (CBTs) in nursing education offers numerous advantages, such as instant feedback, flexibility in scheduling, and improved test security (Dhawan et al., 2022). However, despite these benefits, several gaps remain that necessitate further investigation. One significant gap is the varying levels of familiarity and comfort with technology among nursing students. Many students may lack the necessary computer skills to navigate CBTs effectively, which can adversely affect their performance and overall perception of these assessments (Rizvi et al., 2019). This technological disparity highlights the need for targeted training programs to ensure all students are adequately prepared for CBTs.

Another critical gap is the perception of fairness and reliability associated with CBTs. Some students express concerns regarding the accuracy of computer-graded exams and the potential for technical issues, such as software malfunctions or power outages, that could disrupt their test-taking experience (Tuladhar et al., 2020). These concerns can lead to anxiety and resistance to adopting CBTs, undermining their effectiveness as an assessment tool. Therefore, it is essential to address these perceptions by ensuring robust technical support and transparent communication about the reliability and fairness of CBTs.

Furthermore, there is limited research on the impact of CBTs on educational outcomes in nursing education. While CBTs are praised for their efficiency and security, their effectiveness in accurately assessing students' clinical competencies and critical thinking skills remains underexplored (Cook et al., 2008). Understanding the long-term effects of CBTs on academic performance and preparedness for clinical practice is crucial for validating their use in nursing education.

Additionally, the infrastructural readiness of nursing institutions in regions like Lagos State poses another gap. Inconsistent access to reliable internet and computer facilities can hinder the seamless implementation of CBTs (Al-Shboul, 2023). Addressing these logistical challenges is vital to ensure all students have equal opportunities to benefit from CBTs.

1.3 Objectives of the Study

The study aimed to:

1. Assess the level of knowledge nursing students had about CBTs.

2. Investigate the perceptions nursing students had towards CBTs.

3. Identify the challenges faced by nursing students in adapting to CBTs.

1.4 Research Questions

The following research questions were asked:

1. What was the level of knowledge of nursing students about CBTs?

2. What were the perceptions of nursing students towards CBTs?

3. What challenges did nursing students face in adapting to CBTs?

1.5 Research Hypotheses

The following hypotheses were tested:

1. There is no significant relationship between nursing students’ knowledge and their perception towards CBTs.

2. Nursing students' demographic characteristics do not significantly influence their knowledge of CBTs.

3. The challenges faced by nursing students do not significantly affect their perception of CBTs.

1.6 Significance of the Study

This study provides a comprehensive understanding of the knowledge and perceptions of nursing students towards computer-based tests (CBTs). It offers valuable insights for educators and policymakers to design effective strategies for enhancing the adoption of CBTs. Furthermore, it highlights key areas requiring intervention to facilitate a smooth transition from traditional paper-based assessments to computer-based formats.

Firstly, the study reveals the overall positive perception of nursing students towards CBTs. Students appreciate the immediate feedback provided by CBTs, which helps them understand their performance and identify areas for improvement promptly. This instant feedback mechanism is crucial for nursing students who often need to quickly apply their knowledge in practical settings. Moreover, students value the flexibility in scheduling offered by CBTs, allowing them to take exams at times that are most convenient for them. This flexibility can reduce stress and anxiety associated with rigid exam schedules, thereby potentially improving student performance and well-being.

However, the study also identifies several challenges that need to be addressed to ensure the successful implementation of CBTs. One major issue is the lack of adequate computer literacy among some nursing students. While many students are comfortable using basic computer applications, there are still significant gaps in their ability to navigate and utilize more complex software required for CBTs. This gap suggests a need for targeted training programs to enhance computer literacy among nursing students. Additionally, some students express concerns about the reliability of technology, particularly in regions where internet connectivity is unstable. This issue underscores the importance of investing in robust technological infrastructure to support the seamless operation of CBTs.

Furthermore, the study highlights the importance of addressing the psychological aspects associated with the transition to CBTs. While many students appreciate the efficiency and convenience of computer-based assessments, others may experience increased anxiety due to unfamiliarity with the new format. To mitigate this, institutions should consider providing mock tests and practice sessions to help students acclimate to the CBT environment. These preparatory activities can boost students' confidence and reduce test-related anxiety, leading to better performance.

The study also emphasizes the need for continuous feedback from students to refine and improve the CBT process. Regular surveys and feedback mechanisms can help identify persistent issues and areas for improvement. For example, students can provide insights into the clarity of exam instructions, the user-friendliness of the testing interface, and the overall fairness of the assessment. By actively involving students in the evaluation process, institutions can create a more responsive and adaptive assessment system.

In addition to student feedback, collaboration among educators, IT specialists, and policymakers is essential to develop comprehensive strategies for the implementation of CBTs. Educators need to be trained not only in creating effective computer-based assessments but also in interpreting and utilizing the data generated by these tests to inform their teaching practices. IT specialists play a crucial role in ensuring the technical aspects of CBTs are reliable and secure, while policymakers can help establish guidelines and standards to ensure consistency and fairness in the assessment process across different institutions.

Moreover, the study points out the potential for CBTs to contribute to a more standardized and objective assessment system. Unlike traditional paper-based exams, which can be subject to subjective grading biases, CBTs can provide a more uniform and impartial evaluation of student performance. This objectivity is particularly important in nursing education, where accurate assessment of knowledge and skills is critical for patient safety and care quality.

1.7 Scope of the Study

The study was conducted in selected nursing institutions in Lagos State, focusing on the knowledge and perceptions of nursing students towards CBTs during the 2023 academic year. It encompassed both private and public institutions to provide a comprehensive understanding.

1.8 Operational Definition of Terms

Computer-Based Test (CBT): An assessment method where exams are conducted using computer systems.

Perception: The way nursing students view or interpret the concept of CBTs.

Knowledge: Information and understanding that nursing students possess about CBTs.

Nursing Students: Individuals enrolled in nursing programs in selected institutions.

Assessment: The process of evaluating students' knowledge and skills.

Educational Outcomes: The measurable performance indicators of students’ learning.

Demographic Characteristics: Attributes such as age, gender, and educational background of the nursing students.

Challenges: Difficulties faced by students in the adaptation to CBTs.