ICT Facilities and Students’ Awareness of Virtual Assessment Indicators- Moderated Mediation Roles of University Type and Lecturers’ Self-Efficacy

Adoption of Information and Communication Technology (ICT) tools in the teaching and learning process continues to gain popularity with evolving digital tools and platforms in the virtual learning spaces, which provide opportunities for assessing students' learning outcomes.However, the successful adoption of the virtual assessment mode in universities depends largely on students' awareness of assessment indicators.These might be determined by certain factors, including perceived usefulness and ease-of-use, attitude, intention to use ICT facilities, university type, and lecturers' self-efficacy to integrate virtual assessment.This study, therefore, investigated relationships between ICT facilities and students' awareness of virtual assessment indicators, university type and lecturers' self-efficacy to integrate virtual assessment.In addition, it examined the mediating effect of lecturers' self-efficacy on the relationship between ICT facilities and students' awareness of virtual assessment indicators, as well as the moderating role of university type on lecturers' self-efficacy in the relationship between ICT facilities and students' awareness of virtual assessment indicators.Data collected were analysed using the Hayes Process Macro-Model 7-Moderated Mediation.Results showed both direct and indirect impact of ICT facility on students' awareness of virtual assessment indicators through lecturers' selfefficacy and the moderation by university type (moderated mediation index = -0.070,95% CI = -0.490/0.430)were significant.The study concludes that lecturers' self-efficacy and university category are germane to successful virtual assessment in higher institutions.It is recommended that the National University Commission should provide benchmark on the quantity and quality of ICT facilities in each university based on number of lecturers and students.