Online Classrooms and the Assessment of Social Studies Students in University of Jos, Nigeria

Abstract

This study examined online classrooms and the assessment of Social Studies Students in the University of Jos. The quasiexperimental of pre-test - post-test control group design was adopted for the study. One hundred fifty (150) students were sampled from the population of 531 Social Studies students in the Department of Social Science Education through random sampling technique. Data was collected using an instrument titled Social Studies Students Achievement Test (SSAT) designed by the researchers. The reliability index of the (SSSAT) was 0.79. The experimental group was taught using the online classroom method while the control group was taught using the conventional lecture method. The research questions were answered using mean and standard deviation and a t-test of independent samples was used for testing the null hypotheses at alpha 0.05 significance level. The study found that there is a significant difference between paper assessment and online assessment in favor of the online assessment, Gender difference has no significant influence in Social Studies online test assessment. The study recommended that school administrators should create available services for students to access online classrooms contents, teachers should engage in more professional development courses to have basic literacy knowledge on computer and online classroom services.