SCIENCE STUDENTS’ ASSESSMENT OF ICT-SUPPORTED PRACTICAL EXAMINATIONS AND INTEGRITY CHALLENGES IN NIGERIAN TERTIARY INSTITUTIONS: IMPLICATIONS FOR COUNSELLING

Abstract

This study investigated science students’ assessment of ICT-supported practical examinations and the associated integrity challenges in Nigerian tertiary institutions using a descriptive survey research design. Three research questions guided the study and three null hypotheses were formulated and tested at .05 level of significance. Data were collected from a sample of 480 science-based undergraduate students drawn from a population of 1,125 students. The instrument used for data collection was a structured questionnaire titled ICT-Supported Practical Examination Integrity Questionnaire (ICTSPEIQ), which was validated by experts and demonstrated a high level of reliability (Cronbach’s Alpha = 0.82). Data were analyzed using mean, standard deviation, and inferential statistics. The findings revealed that ICT-supported practical examinations improved efficiency, accessibility, and flexibility, but faced challenges related to authentication, supervision, and technological manipulation. Biometric verification and virtual proctoring were perceived as effective in enhancing integrity, while computerized practical platforms without robust monitoring were less effective. The study implies that integrating robust technological safeguards with institutional policies and monitoring frameworks can promote academic integrity in science-based assessments. It is recommended that tertiary institutions adopt biometric verification and virtual proctoring systems and strengthen infrastructure, staff capacity, and regulatory enforcement to ensure credible and reliable ICT-supported practical examinations.