Perceived Effectiveness and Suitability of Pen-and-Paper Versus Online Assessments among Students and Academic Staff in Tertiary Institutions in Kaduna State, Nigeria

Abstract

Assessment practices in higher education are evolving with the integration of digital technologies, particularly after the COVID-19 pandemic. This study investigates perceptions of students and academic staff regarding pen-and-paper and online assessments in tertiary institutions in Kaduna State, Nigeria. Using a descriptive survey design, data were collected from 267 respondents across universities, polytechnics, and colleges of education through a structured questionnaire and analyzed with descriptive statistics. Results show that pen-and-paper assessments are valued for reliability, fairness, and suitability in testing higher-order cognitive skills, with over 70% of respondents reporting positive experiences. Online assessments, however, were praised for efficiency, rapid feedback, and convenience, and considered most suitable for large classes (37.3%) and theory-based courses, though less effective in practical and problem-solving contexts (6.5%). Concerns about academic integrity, infrastructure, and digital competence were noted, with students showing greater acceptance than staff. The study concludes that assessment effectiveness is context-dependent and recommends a hybrid approach that strategically integrates both modes to optimize outcomes and strengthen tertiary education systems.