Indonesian Journal of Innovative Teaching and Learning

The Merits and Demerits of Undergraduate Exit Exams: A Systematic Literature Review

Samson Worku Teshome — Sat, 02 Aug 2025 00:00:00 +0700

Background: Exit exams in higher education serve as a critical mechanism for assessing students' readiness for professional or advanced academic pursuits. These high-stakes assessments are intended to uphold academic and professional standards, promote accountability, and ensure quality across institutions. Objective: This study aims to systematically review the existing literature to evaluate the benefits and challenges of exit exams in higher education, focusing on their effectiveness, equity, and implications for students and institutions. Method: A systematic literature review was conducted, analyzing findings from 33 peer-reviewed studies across various educational contexts. The review examined both quantitative and qualitative evidence on the outcomes and perceptions of exit exams. Results: The review reveals that exit exams contribute positively to transparency, standardization, and alignment with labor market demands. They provide valuable feedback for curriculum development and institutional improvement. Conclusion: While exit exams have the potential to enhance graduate preparedness and institutional accountability, their current implementation often undermines equity and educational depth. A more balanced and inclusive approach is required to address these issues. Contribution: This review offers a comprehensive synthesis of the current discourse on exit exams and provides actionable insights for educators and policymakers. It advocates for integrating formative assessments, enhancing exam design, and prioritizing student well-being to create a more equitable and effective assessment framework in higher education.

Impact of Experiential Learning Strategy on Secondary School Students’ Academic Achievement in Computer Studies in Nnewi Education Zone, Anambra State

Muogbo Uchenna Favour, Okafor U. Theresa, Okafor Chinyere Francisca — Thu, 14 Aug 2025 00:00:00 +0700

Background: The impact of Experience-Based Learning (EBL) on the academic achievement of secondary school students in Computer Science in the Nnewi Education Zone, Anambra State, Nigeria, has become an important issue that needs to be addressed. Objective: The study aims to assess the effect of the Experiential Learning Strategy (ELS) on the academic achievement of secondary school students in Computer Studies. Method: A quasi-experimental design with a pretest-posttest non-equivalent control group was used. Eighteen community secondary schools were selected from 48, with two schools randomly chosen. Intact classes participated, where students were taught Microsoft Word using either ELS or the traditional lecture method (LM). The Computer Studies Achievement Test (CSAT) was used for data collection, and data were analyzed using mean, standard deviation, and ANCOVA. Results: Results showed a significant difference in achievement scores, favouring students taught with the Experiential Learning Strategy (ELS). Conclusion: The study recommended incorporating the Experiential Learning Strategy into the curriculum as a teaching strategy for Computer Studies in the classroom, as it fosters self-development. Contribution: This study provides empirical evidence of ELS's effectiveness in improving academic achievement, offers a framework for enhancing student engagement in Computer Studies, and suggests future directions for integrating innovative teaching strategies into education.

Availability and Utilization of Unprinted Education Resources for Teacher Job Performance in Rural and Urban Technical Colleges in Anambra State, Nigeria

Udochukwu Chukwunwike Asuzu — Thu, 12 Jun 2025 00:00:00 +0700

Background: This study explores the availability and utilization of unprinted (non-textual) educational resources and their impact on teacher job performance in rural and urban technical colleges in Anambra State, Nigeria. Non-printed resources are vital for enhancing teaching effectiveness, particularly in technical education. However, the availability and use of these resources remain challenging, especially in rural schools. Method: A descriptive survey design was employed, with data collected from 343 randomly selected teachers across 15 technical colleges. A structured observational scale assessed the availability (≥50%) and utilization (4-point scale) of non-printed resources. Reliability was tested via a pilot study, and data were analyzed using descriptive and inferential statistics. Result: The study found that urban colleges had higher resource availability (42%) than rural ones (29.6%), but both were below NCCE standards. Utilization of these resources was low in both areas, with mean scores of 1.54 for rural and 2.07 for urban schools. Conclusion: The study concludes that inadequate resource availability and utilization, particularly in rural areas, hinder teaching effectiveness, emphasizing the need for better resource distribution. Contribution: This research highlights the resource disparities between rural and urban technical colleges, offering insights that can inform policies to improve resource allocation and enhance educational outcomes.