ASSESSMENT OF DIGITAL SKILLS ON READINESS TO PARTICIPATE IN ONLINE-BASED EXAMIATIONS AMONG SENIOR SECONDARY STUDENTS IN NIGERIA

Abstract

The paper assessed the digital skills on readiness to participate in online-based examinations among senior secondary school students in Ovia North-East Local government area of Edo State, Nigeria. To give direction to the study 3 research questions were raised and one hypothesis formulated. This study employed a descriptive correlational design. The target population comprised 4,156 students enrolled in 23 Senior Secondary schools within the Ovia North East Local Government Area of Edo State. A sample of 376 students were selected using proportionate stratified and simple random sampling techniques, making sure that each student had an equal chance of being included in the study. The instrument used for data collection was the Students Digital Skills and Online Examination Readiness Questionnaire (SDSOERQ), developed by the researcher. The instrument was divided into two sections: Section A: 15 items assessing students’ digital skills, Section B: 12 items evaluating students’ readiness for online examinations. To ensure content validity, the instrument was reviewed by three experts in educational measurement and evaluation. Their feedback was incorporated to enhance the clarity and relevance of the items. For reliability testing, the questionnaire was administered to 20 students outside the study population. The responses were analyzed using Cronbach’s alpha, yielding reliability coefficients of 0.88 for digital skills and 0.92 for online examination readiness. These values indicate a high level of internal consistency. Data analysis was performed through the application of descriptive and inferential statistics: Research Questions 1 and 2 were addressed through mean and standard deviation. Hypothesis 1 was tested with the Pearson product moment correlation statistics. Results revealed that the level of digital skills and that the extent of readiness to participate in online examination among senior secondary schools are low, it also revealed a strong positive correlation between students’ digital proficiency and their preparedness for online examinations. Students with higher digital competence demonstrated greater confidence and engagement, whereas those with limited skills encountered challenges such as anxiety and disengagement. These findings highlight the critical need to embed digital literacy into the secondary school curriculum, enhance access to digital devices and reliable internet connectivity, and incorporate mock online examinations as part of assessment strategies. The study concludes that digital skills are not merely supplementary but essential for ensuring equitable, effective, and inclusive implementation of online assessments in secondary education.

DOI: https://doie.org/10.10318/SER.2026898984