The Perception of Students and Teachers Towards the Implementation of Computer Based Test (Cbt) Mose of Examination in Selected Higher Institutions in Nigeria
CHAPTER ONE
OBJECTIVE OF THE STUDY
In order for CBT to be initiated or employed at the institutional level (Ekiti State University and Emmanuel Alayande College of Education), the students and teachers must see a need for educational use. In addition, both students and teachers must be ready and open to the potential benefits of a change in the teaching and learning environment.
- The purpose of this study is to understand how undergraduate students in the selected institution are currently using CBT informally for educational purposes.
- It will also investigate the perceptions of teachers and compare the perceptions of teachers and students with regards to the use of CBT.
- The study will also explore how the formal use of computer based testing inside and outside campus could impact students learning, engagement and participation.
- Finally, the study will examine if students’ and teachers’ are ready to adopt the use of CBT.
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in three sub-headings:
- Conceptual Framework
- Theoretical Framework
- Chapter Summary
CONCEPTUAL FRAMEWORK
Examinations
An examination is a formal test that you take to show your knowledge or ability in a particular subject, or to obtain a qualification. Also defined examination as the process through which students are evaluated or tested to find out the quality of knowledge they have acquired within a specified period (Balogun 2019). Examinations could be internal or external. It could be oral or written, essay or objective type, theory or practical constitutes an integral part of the education process. Examples of internal examinations are continuous assessment tests, terminal, semester and annual or promotional examinations. Examples of external (public) examinations common in Cameroon schools are Common Entrance Examination for admission into secondary school. School Certificates examination is conducted by the GCE Board and competitive entrance examinations into ENSET. The outcome of the examination is used as a basis for decision-making on the examinee’s ability. The examinee is consequently awarded a certificate which could qualified students for admission into a school, promotion into higher level of an institution and employment opportunities.
Examination System in Nigeria
Examination refers to the annual assessment and evaluation of students after they have gained experience (Efe, cited in Nnam et al, 2015). examination is the pivotal point in which the whole educational system revolves, and the effectiveness or failure of the examination system is an indication of the success or failure of the specific educational system (Olatoye, (2015). Exams differ in terms of design, rigor, and specifications. In a closed book examination, for example, an examinee is often expected to rely on memory to react to specific objects, while in an open book examination, the examinee can use one or more additional instruments such as reference books or calculators. Exams may be given either formally or informally. A formal assessment would be a final examination given by a teacher in the classroom, while an informal examination would be a reading examination given to a child by an adult. Similarly, regular exams are graded consistently, while non-standard exams are typically more diverse in variety and style. A written examination, multiple choice, completion style, essay, true/false, mathematical query, or success examination could all be included in the examination. Olatoye went on to say that the two fundamental assumptions of any examination worth its name are that (a) it is valid and (b) it is accurate. The two are separate ideas. A exam is said to be valid if it executes the functions for which it was intended, while reliability refers to measurement consistency. In fact, the current inspection scheme and its mode of operation defy all of these hypotheses. The method has degraded to the point that its validity and dependability are in doubt.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to examine the perception of students and teachers towards the implementation of computer based test (CBT) mose of examination in selected higher institutions in Nigeria using two institutions in Ekiti state as a case study. In the course of this study two(2) institutions were selected. Hence, the population of the study comprises but limited to students and teachers in selected institutions in Ekiti state.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of three hundred(300) questionnaires were administered to respondents of which two hundred and sixty-seven (267) were returned and two hundred and fifty-nine(259) were validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 259 was validated for the analysis.
DATA PRESENTATION
The table below shows the summary of the survey. A sample of 300 was calculated for this study. A total of 267 responses were received and 259 validated. For this study a total of 259 was used for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
Introduction
This chapter summarizes the perception of students and teachers towards the implementation of computer based test (CBT) mose of examination in selected higher institutions in Nigeria using two institutions in Ekiti state as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was on the perception of students and teachers towards the implementation of computer based test (CBT) mose of examination in selected higher institutions in Nigeria using two institutions in Ekiti state as a case study. The study is was specifically set to; understand how undergraduate students in the selected institution are currently using CBT informally for educational purposes, investigate the perceptions of teachers and compare the perceptions of teachers and students with regards to the use of CBT, explore how the formal use of computer based testing inside and outside campus could impact students learning, engagement and participation, and examine if students’ and teachers’ are ready to adopt the use of CBT.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 259 responses were validated from the enrolled participants where all respondent were students and teachers in Ekiti State University and Emmanuel Alayande College of Education, Ekiti State.
Conclusions
Based on the findings of the study, the researcher recommended that;
- The benefits associated with the use of CBT in carrying out examination include; lower administrative cost, time saving, less demand upon teachers, improves measurements precision and efficiency, and immediate scoring.
- The formal use of computer based testing inside and outside campus have a positive impact on students’ learning, engagement and participation.
- The problems associated with the use of CBT in conducting examination encompasses; screen clarity, raises anxiety among students, poor computer experience of examinees, inadequate computer infrastructure, software breakdown, and epileptic power supply.
- The use of CBT for examinations ignites examination anxiety among examination candidates.
- The extent to which students’ and teachers’ are ready to adopt the use of CBT is low.
Recommendation
Based on the findings the researcher recommends that;
- Government should provide ICT facilities in all tertiary institutions in Nigeria.
- Government should provide institutions at all levels in country with adequate information technology tools.
- Teacher should be more committed with the use of ICT tools, giving the importance of practical knowledge in it.
- Government should ensure adequate electricity supply in all tertiary institutions in Nigeria.
- Adequate funds should made available for the provisions of ICT tools in Nigeria tertiary institutions.
- Teachers and students should make use of ICT facilities in Nigerian tertiary institutions.
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