Awareness and Perceived Adoption of Computer-Based Testing and Google Forms for Study Habits among Islamic Studies Students in Colleges of Education in North-West Nigeria

The study examined students' awareness of and perceived adoption of Computer-Based Testing (CBT) and Google Forms, and their perceptions of the usefulness of these tools in supporting study habits, among NCE II Islamic Studies students in Colleges of Education in North-West Nigeria. A descriptive survey design was used. The researcher sampled 291 of the 1,175 NCE II Islamic Studies students using purposive sampling, selecting intact classes from five Colleges of Education. In this study, “awareness” refers to students’ reported knowledge and familiarity with the tools, while “adoption” refers to students’ perception that their lecturers use the tools in teaching and assessment. Data were collected with the researcher-developed Digital Evaluation Tools for Study Habits Questionnaire (DETSHQ), a 20-item instrument on a four-point scale with an internal consistency coefficient of 0.82. Means and standard deviations were analysed against a criterion mean of 2.50. Students reported awareness of CBT and Google Forms and of how they support study habits (cumulative M = 2.80, SD = 1.13), and reported that the tools have been adopted by their lecturers and that this supports their study habits (cumulative M = 2.95, SD = 1.11), both above the criterion mean; because all item means fell between 2.55 and 3.11, the results indicate moderate rather than strong agreement. The study was descriptive and based on self-reported perceptions, so the results reflect students’ perceptions and do not show statistical relationships or causal effects. The researchers recommend strengthened orientation and awareness programmes on CBT and Google Forms at the Colleges of Education, and more frequent lecturer use of the tools to support students’ study habits.