PERCEPTION OF STUDENTS ON THE COMPUTER BASED TEST IN NIGERIAN UNIVERSITY

CHAPTER ONE

INTRODUCTION

1. 1. BACKGROUND OF THE STUDY

Test is an instrument used to make judgments and assessment of teaching and learning. It is also used as a screening instrument in some organizations. In schools, test is used to measure what learners have learnt at the end of a unit. It is used to promote students, to ensure they have met the required standards on their way towards being certified for completing school or program of study, to enter certain occupations, or as a method for selecting students for entry into tertiary institutions. Test has to do with merit and worth of the data as applied to a specific use or context. Teachers and administrators need analysis skills to effectively interpret and make value judgments about tests’ results. Tests and testing practices are often based on provision of good quality tests to test takers in a cost-effective manner, with the help of test sponsor, test developer, and test administrator (Barbara, 2013). Alabi, Issa and Oyekunle (2012) identified the paper-based test with many problems such as: tedious processes as the examination was conducted at various and distant centres simultaneously and marked manually; high risks of accidents during travels by both the staff involved and the prospective students for the paper examination; cost of conduct of the examination on the part of the examination bodies including honorarium for invigilators, coordinators, markers, collators and other allied staff; subjective scoring and plausible manipulation of results; late release of results and missing grades; bank draft method of payment by candidates riddled by fraud, loss of money, stress and trauma. The problems of paper-based test also involved heavy resources in terms of manpower and funding (Abubakar & Adebayo, 2014). Davey (2011) concluded that a wide variety of options is now available for conducting test out of which technology is one of the most important. Zhang, Powers, Wright and Morgan (2003) asserted that technology is useful for constructing responses on screen, allows marking quality to be monitored in real time and potentially eliminating the need to gather examiners together. In recent time, technology offers many new opportunities for innovation in educational assessment through potentially and powerful scoring, reporting and real-time feedback mechanisms. Universities have implemented numerous attempts and efforts to integrate information and communication technologies (ICT) into administration and instruction process by the creation of the management information system (MIS) unit (Mejabi & Raji 2010). It is on this note that universities integrate part of information and technology for the purpose of testing the students. Therefore, computer and internet technologies have been useful for many purposes such as tracking and recording students’ information, administration of personnel and accounting, and delivering course contents, announcements and assignments (Bennett, 2009). More so, computer and related technologies provide powerful tools to meet the new challenges of designing and implementing assessments methods that go beyond the conventional practices and facilitate to record a broader repertoire of cognitive skills and knowledge (Olumorin, Fakomogbon, Fasasi, Olawale, Olafare, 2013). Mathematics is viewed as the basis for science and technology and it is the tool for achieving scientific and technological development. Olusi and Anolu (2010) identify the importance of mathematics in the relationship among mathematics, Science and Technology and concluded that without mathematics, there is no science. Gauss (2010) also reiterates the fact that without modern technology there is no society. Eze (2007) asserts that science evolved with the use of mathematical principles and mathematics is a necessary tool needed by individuals to be able to function effectively in the present technological age especially the use of ICT. Without the knowledge of mathematics there is no way by which students can use ICT or engage in CBT. Andrew, Pullen and Harper (2009) concluded that some of the advantages of CBT to institutions and learners are time analysis of responses to the question level to better discriminate between candidates; including video in questions for scenarios in authentic assessment; adaptive testing, where the next question to be posed is determined by prior response(s); question banks and randomization of questions and response orders to reduce cheating; automated analysis of results from entire candidate cohorts and immediate feedback can be given. CBT in the conduct of assessment has its disadvantages which are expense in buying a computer; technical issues during examinations; too dependent on computers for test; cuts cost of paper and administration (Pinner, 2011). Also human error can never be completely accounted for when using computers for test. The use of computer-based tests (CBTs) has increased significantly over the last few years. The most common type of CBT is the linear CBT which is a fixed-length computerized assessment that presents the same number of items to each examinee in a specified order and the score usually depends on the number of items answered correctly. Evidently, linear CBT imitates a Paper-based test that is presented in a digital format and pays little or no attention to the ability of each individual examinee. Also computerized adaptive testing (CAT) is a special type of computerbased test. Each examinee takes a unique test that is tailored to his/her ability level (Van der Linden & Glas, 2011). The face of examinations in Nigeria is gradually getting a new look due to the introduction of the computer-based test (CBT) system. CBT system has been used by a number of Nigerian universities to conduct their post UTME (Unified Tertiary Matriculation Examination) for prospective students. It all started with the University of Ilorin and Covenant University some years ago. The use of computer for test administration in university education is to change the state of test administration but the integration has not yet being fully utilized in Nigerian universities. Most past studies on Computer-Based Test in Nigeria universities have considered attitudes toward computer-based test and effectiveness of Computer-Based Test on students’ academic performance but did not measure other constructs such as usefulness, ease of use and fairness of the CBT. However, only few researchers had determined User’s perceptions of CBT but did not create valuable insights into the students’ perceptions of CBT. This study therefore created valuable insights into perception of students on the computer based test in Nigerian University.

1.2 STATEMENT OF PROBLEM       

The search for adequate and appropriate methods of conducting tests in schools has continued to pose challenges to stakeholders of the education sector. Conducting examinations in tertiary institutions of learning in the country has always been a major course for worry as the process is characterized with examination malpractices, poor time management by the examiners, inadequate invigilators, poor condition of examination venues, bias in marking examination scripts by the lecturers, delay in the release of results, problem of managing large number of students, among others. Examination malpractice is also a common practice by students, teachers and parents in institutions (Philemon, 2007). It is often observed that there are delays in the marking of students’ scripts and submission of such results for processing. Cases of missing results are common in the tertiary institutions due to the method of assessment. These problems most times retard the students from graduating at the stipulated time thereby leading to educational wastages. Some students might have been demoralized as a result of delay in the computation of their results. Alteration of result scores and illegal upgrading of results may have characterized the practices of many tertiary institutions in Nigeria which further reduces the authenticity of the certificates awarded in these institutions. What are, therefore, the perceptions of students on the computer-based test in Nigerian Universities? Hence, a knowledge gap exists in literature which this study sought to fill.

1.3 AIMS OF THE STUDY

The major aim of the study is to examine perception of students on the computer based test in Nigerian University. Other specific objectives of the study include;

1. To examine how students perceived the usefulness of computer-based test in Nigerian universities.

 2. To examine the perceived the ease of use of computer-based test in Nigerian universities

3. To examine the impact of computer based test on credibility of students’ assessment in Nigerian universities.

4. Ascertain the factors that determine students’  perception on the use of computer based examination in Nigerian universities.

1. 1. RESEARCH QUESTIONS

1. How do students perceived the usefulness of computer-based test in Nigerian universities?

 2. What is the perceived the ease of use of computer-based test in Nigerian universities?

3. What is the impact of computer based test on credibility of students’ assessment in Nigerian universities?

4. What are the factors that determine students? perception on the use of computer based examination in Nigerian universities?

1.5 RESEARCH HYPOTHESES

Hypothesis 1

H0: There are is no significant impact of computer based test on credibility of students’ assessment in Nigerian universities.

H1: There is a significant impact of computer based test on credibility of students’ assessment in Nigerian universities.

1.5 SIGNIFICANCE OF THE STUDY

The study will have a profound effect on Universities, instructional designers, school administrators, curriculum developers, professional associations, students and lecturers on the areas of student’s perception and view towards information and communication technology in education. The findings from this study would create awareness for the management of Nigerian University to know student’s perception on the use of computer based test and improves on its present status. The findings of this study will trace out the point of concern are students? attitude about convenience and control, validity and general anxiety about computer itself, and more over about their level of experience in using of computer . The findings of this study will also provide information about the advantage of using computer technology for educational assessment in a worldwide sense have been recognized which among the time saving, less demand upon lecturers and lower administrative cost.

1.7 SCOPE AND LIMITATION OF THE STUDY

The study is restricted to perception of students on the computer based test in Nigerian University.

LIMITATION OF THE STUDY

Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview)

Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 OPERATIONAL DEFINITION OF TERMS

Perception: - is the process of recognizing and interpreting sensory stimuli.

Computer based test: - electronic means for assessing students? academic performance in formative and summative assessment in digitalized environment or classroom.