Abstract:

Information technology is fast becoming a key instrument that changes the dimension at which people teach and learn. One of the areas where IT has been pivotal is in the aspects of assessment since it is useful in conducting assessment by electronic means. Additionally, a growing body of knowledge have provided evidence that it is fundamental to reducing cost and examination misconduct which have berated the traditional paper on pen assessment methods. The purpose of this study therefore is to investigate the role of technical support towards mitigating effects of computer anxiety on electronic assessment amongst University students in India. This study applied qualitative research approach and implications of the study were discussed.

Problem Background and Research Objective:
Information technology is fast becoming a key instrument that changes the dimension at which people teach and learn. One of the areas where IT has been pivotal is in the aspects of assessment since it is useful in conducting assessment by electronic means. Additionally, a growing body of knowledge have provided evidence that it is fundamental to reducing cost and examination misconduct which have berated the traditional paper on pen assessment methods. Preliminary investigations have revealed that in some developing countries, e-Assessment was imposed on University students mandatorily without prior training and inadequate technical support provision during this assessment. This situation was considered unfair on the part of these learners (Daly and Waldron 2002) since their poor performances were hinged on their inability to manipulate the technology driving the electronic tests and reported lack of technical assistance (Adenuga, Mbarika et al. 2019). Additionally, there is continuous focus on e-learning and technology in education in research over the years (Conti-Ramsden, Durkin et al. 2010, Nurcan 2010, Putwain and Daniels 2010), but very few studies focus on e-assessment particularly the need to mitigate effects of computer anxiety on prospective students in higher institutions of learning. Additionally, a large number of these studies have applied quantitative methods by testing and validating theoretical models (Davis 1989, Venkatesh and Davis 2000, Terzis, Moridis et al. 2012, Adenuga, Mbarika et al. 2019, Dwivedi, Rana et al. 2019), only few of these studies have applied qualitative method which is found to be useful in understanding phenomena from the perspectives of the participants (Yin 1989, Creswell and Clark 2007, Taylor and Cranton 2013); besides, the researchers seek to address the research question: Does technical support have capability to reduce computer anxiety amongst University students in India? Hence, it becomes necessary to investigate this and the aim of this study therefore is to investigate the role of technical support towards mitigating effects of computer anxiety on electronic assessment amongst University students in India.

Method:
This study follows interpretive research paradigm since it has guided researchers towards investigating people’s views within social and organizational settings (Creswell 2013). Interviews were conducted using focus group (nominal group technique).

Outcome:
Findings from interviewees confirmed the research objective that computer anxiety is a factor and it would reduce fear relating to e-assessment if reliable technical support is provided and recommendations provided for the study.

Keywords:

e-learning, E-Assessment, Anxiety, Computer Anxiety.