An evaluation of the use of e-portfolios in tracking students' academic progress in secondary schools in Bauchi East LGA, Bauchi State
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- NGN 5000
Background of the study
E-portfolios have emerged as a dynamic tool for tracking and showcasing students' academic progress in the digital era. In secondary schools across Bauchi East LGA, e-portfolios are increasingly used to provide a comprehensive view of student achievements, learning experiences, and skill development over time. These digital collections allow students to compile diverse artifacts—essays, project reports, multimedia presentations—that together offer a holistic record of their academic journey. E-portfolios promote self-reflection and continuous improvement by encouraging students to critically evaluate their work and identify areas for growth (Martinez, 2023). This method of assessment represents a significant shift from traditional report cards, offering a multidimensional perspective that captures both learning processes and outcomes. In Bauchi East LGA, e-portfolios are seen as strategic instruments to enhance transparency, accountability, and student engagement in the learning process (Nguyen, 2024). They facilitate ongoing dialogue among students, teachers, and parents, fostering a collaborative educational environment. However, successful implementation depends on technological infrastructure, digital literacy, and the willingness of educators to adopt new practices (Owens, 2025). Despite these challenges, the potential of e-portfolios to transform academic monitoring and promote continuous learning makes them a critical subject of investigation. This evaluation seeks to determine the effectiveness of e-portfolios in tracking academic progress and to identify best practices for their integration into secondary education in the region.
Statement of the problem
Although e-portfolios offer a promising avenue for tracking students' academic progress, their implementation in secondary schools in Bauchi East LGA faces several challenges. Inconsistent access to digital infrastructure hampers effective use, and many educators and students are still adapting to the digital format. Limited digital literacy further restricts the full utilization of e-portfolio systems (Roberts, 2023). Additionally, the absence of standardized guidelines for developing and maintaining e-portfolios results in variability in quality and content, making it difficult to reliably assess academic progress (Smith, 2024). Resistance to change from traditional assessment methods and the extra time required to curate digital content further reduce engagement. These challenges suggest that the full benefits of e-portfolios—such as comprehensive academic monitoring and enhanced self-reflection—are not being fully realized. A systematic evaluation is necessary to understand these barriers and to develop strategies that can optimize e-portfolio use in Bauchi East LGA (Taylor, 2025).
Objectives of the study
• To evaluate the effectiveness of e-portfolios in tracking students' academic progress in secondary schools.
• To identify the challenges associated with the implementation of e-portfolios in Bauchi East LGA.
• To propose strategies for enhancing the use of e-portfolios to support continuous academic assessment.
Research questions
• How effective are e-portfolios in tracking students' academic progress in secondary schools in Bauchi East LGA?
• What challenges do educators and students face in implementing e-portfolio systems?
• What strategies can be employed to optimize the use of e-portfolios for academic assessment?
Research Hypotheses
• H1: The use of e-portfolios significantly improves the tracking of students' academic progress.
• H2: Limited digital literacy negatively impacts the effective use of e-portfolios.
• H3: Structured training and support for educators enhance the quality and utilization of e-portfolios.
Significance of the study
This study is significant as it evaluates the use of e-portfolios in tracking students' academic progress in secondary schools in Bauchi East LGA. The research provides valuable insights into the benefits and challenges of digital assessment tools, offering practical recommendations for educators and policymakers. By identifying effective strategies for e-portfolio implementation, the study aims to enhance academic monitoring and promote continuous learning. The findings will contribute to the broader discourse on digital transformation in education, supporting initiatives to improve student outcomes and teaching practices in the region.
Scope and limitations of the study
This study is limited to examining the use of e-portfolios in tracking academic progress in secondary schools in Bauchi East LGA. It focuses exclusively on digital assessment through e-portfolios and does not extend to other forms of academic monitoring or assessment practices. The research is confined to selected schools within the region.
Definitions of terms
• E-Portfolio: A digital collection of student work that documents academic progress and skill development over time.
• Academic Progress: The measurable advancement of students in their educational journey, including achievements and learning milestones.
• Digital Literacy: The ability to effectively use digital technologies to access, manage, and communicate information.
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