ASSESSING THE EFFECTIVENESS OF ONLINE LECTURES AND EXAMINATION MODES IN BUSINESS STUDIES POST-COVID-19 ERA

Abstract

This study assessed online lectures and examination modes in business studies during the post-COVID-19 period in selected secondary schools in Lagos State, Nigeria. The research employed a multistage sampling technique, selecting 400 junior secondary school students from 15 schools across three educational districts. Data was collected using the Online Lectures and Examination Modes Assessment Questionnaire (OLEMAQ). The findings revealed a low level of parental guidance during virtual learning, with parents mainly providing devices and data subscriptions but minimally engaging in monitoring or assisting with online activities. The study found that paper-and-pencil examinations remained the primary assessment mode, despite the shift to online learning. Students perceived virtual learning platforms as highly user-friendly and beneficial, particularly in terms of self-paced learning, home-based study, and access to recorded lectures. However, challenges such as technical issues, poor learning conditions at home, high data costs, and inconsistent electricity supply were identified as significant barriers to effective online learning. The research concludes that while the transition to virtual learning methods was implemented, examination modes largely remained traditional. Recommendations include encouraging greater parental involvement, implementing diverse online assessment methods, ensuring device accessibility for all students, developing a state-specific virtual learning platform, and improving electricity supply to enhance the effectiveness of online education in Lagos State.