Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria

Kamoru Olayiwola Usman; Solomon Babatunde Olaleye

doi:doi:10.11648/j.mcs.20220703.14

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Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria

Kamoru Olayiwola Usman, Solomon Babatunde Olaleye

Published in Mathematics and Computer Science (Volume 7, Issue 3)

Received: 13 May 2022 Accepted: 6 June 2022 Published: 20 June 2022

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Abstract

Examination is an important aspect of teaching and learning process in colleges of education in Nigeria. Therefore, to conduct examination for courses involving large number of students is a major challenge. The adoption of the use of relevant technology tools in recent times have made a way out of this challenge. Hence, this study examined the effect of Computer Based Test (CBT) examination on learning outcome of colleges of education students in Nigeria. A descriptive survey design was adopted and two research questions guided the work. The population was made up of 2112 NCE students and lecturers in the School of Education, Federal College of Education (Special), Oyo. The work sampled 10% of the population of the study that is 211, comprising 200 students and 11 lecturers selected through random sampling technique. The instrument for data collection was structured questionnaire developed by the researchers. The instrument was validated by two experts in the field of evaluation and measurement in Federal College of Education (Special), Oyo. Cronbach Alpha method was used to determine the reliability of the instrument and it was estimated at 0.75 which was considered reliable enough for the study. The findings of this study revealed the challenges militating against CBT examination on learning outcome of colleges of education students in Nigeria, among which are lack of ICT practical knowledge by lecturers assigned to supervise CBT examination, visually impaired students complained of unclear voice, some physically handicapped students could not use mouse, erratic power supply during CBT examination couple with high cost of diesel for alternative source of power and time duration allotted affect some students who are not that versatile with the use of mouse and keyboard. Furthermore, some benefits of CBT examination on learning outcome of colleges of education students in Nigeria are stated. Based on the findings, it was recommended that lecturers to supervise CBT examination should be practically good in the use of computers in order to be able to attend to minor issues that may arise during the examination.

Published in	Mathematics and Computer Science (Volume 7, Issue 3)
DOI	10.11648/j.mcs.20220703.14
Page(s)	53-58
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Computer Based Test, Examination, Learning Outcome, College of Education

References

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[3]	Nnam, M. U. & Inah, A. F. (2015). Empirical investigation into the causes, forms and consequences of examination malpractice in Nigeria institutions of higher learning. International Journal of Novel Research in Humanity and Social Sciences, 2 (1), 52-62.
[4]	Omemu, F. (2015). Causes of examination malpractice in Nigeria schools. British Journal of Education, 3 (7), 34-41.
[5]	Ajinaja, M. (2017). The design and implementation of a computer-based testing system using component-based software engineering. International Journal of Computer Science and Technology, 8 (1), 58-65.
[6]	Burns, M. (2018). 15 benefits of computer-based test. Retrieved from www.elearningindustry.com/ 15-benefits-of-computer-based-testing.
[7]	Egoigwe, S. V., Maduchioma, V., Mamah, N. V.,…… Edward, C. A. (2020). Influence of computer-based test (CBT) examination on academic performance of engineering students in Nigerian universities. International Journal of Mechanical and Production Engineering Research and Development, 10 (3), 5053-5062.
[8]	Ejim, S. (2018). An overview of computer-based test. Retrieved from https://doi.org/10.13140/RG.2.2.32040.88326.
[9]	Karpur, R. (2018). Factors influencing the student’s academic performance in secondary schools in India. Retrieved from https://www.researchgate.net/publication/324819919_ Factors_Influencing_the_Students_Academic_Performance_in_Secondary_Schools_in_ India.
[10]	Alani, F. S. & Hawas, A. T. (2021). Factors affecting students’ academic performance: A case study of Sohar university. Journal of Psychology and Education, 58 (5), 4624-4635.
[11]	You, J. W. (2018). Testing the three-way interaction effect of academic stress, academic self-efficacy and task value on persistence in learning among Korean college students. Higher Education, 76 (5), 921-935.
[12]	Ebimgbo, S. O., Igwe, N. J. & Okafor, A. E. (2021). Perceived effectiveness of computer-based test examination mode for large classes among undergraduates of Nigerian universities: Implications for social work. Journal of Social Work in Developing Societies, 3 (1), 62-77.
[13]	Ojerinde, D. (2015). Reducing examination malpractice through computer-based testing. Retrieved from http://www.guardianonline.com
[14]	Ikechukwu, N. B., Uchechukwu, O. C. & Kysburn, A. U. (2017). Influence of computer-based test (CBT) on examination malpractice in public examinations. IOSR Journal of Research & Method in Education, 7 (2), 80-84.
[15]	Oladimeji, O. F. & Mwuese, B. C. H. (2018). Computer based test: Panacea to undergraduate students’ performance in Olabisi Onabanjo University, Ogun State, Nigeria. Educational Research, 9 (3), 50-57. http:/dx.doi.org/10.14303/er.2018.219.
[16]	Okocha, T., Toluwani, E. & Owolabi, S. (2017). Student perception and acceptance of computer-based testing: A case study of Landmark University Students. Journal of Digital Innovations & Contemporary Research in Science, Engineering & Technology, 5 (1), 25-32.

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Kamoru Olayiwola Usman, Solomon Babatunde Olaleye. (2022). Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria. Mathematics and Computer Science, 7(3), 53-58. https://doi.org/10.11648/j.mcs.20220703.14

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Kamoru Olayiwola Usman; Solomon Babatunde Olaleye. Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria. Math. Comput. Sci. 2022, 7(3), 53-58. doi: 10.11648/j.mcs.20220703.14

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AMA Style

Kamoru Olayiwola Usman, Solomon Babatunde Olaleye. Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria. Math Comput Sci. 2022;7(3):53-58. doi: 10.11648/j.mcs.20220703.14

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@article{10.11648/j.mcs.20220703.14,
  author = {Kamoru Olayiwola Usman and Solomon Babatunde Olaleye},
  title = {Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria},
  journal = {Mathematics and Computer Science},
  volume = {7},
  number = {3},
  pages = {53-58},
  doi = {10.11648/j.mcs.20220703.14},
  url = {https://doi.org/10.11648/j.mcs.20220703.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.mcs.20220703.14},
  abstract = {Examination is an important aspect of teaching and learning process in colleges of education in Nigeria. Therefore, to conduct examination for courses involving large number of students is a major challenge. The adoption of the use of relevant technology tools in recent times have made a way out of this challenge. Hence, this study examined the effect of Computer Based Test (CBT) examination on learning outcome of colleges of education students in Nigeria. A descriptive survey design was adopted and two research questions guided the work. The population was made up of 2112 NCE students and lecturers in the School of Education, Federal College of Education (Special), Oyo. The work sampled 10% of the population of the study that is 211, comprising 200 students and 11 lecturers selected through random sampling technique. The instrument for data collection was structured questionnaire developed by the researchers. The instrument was validated by two experts in the field of evaluation and measurement in Federal College of Education (Special), Oyo. Cronbach Alpha method was used to determine the reliability of the instrument and it was estimated at 0.75 which was considered reliable enough for the study. The findings of this study revealed the challenges militating against CBT examination on learning outcome of colleges of education students in Nigeria, among which are lack of ICT practical knowledge by lecturers assigned to supervise CBT examination, visually impaired students complained of unclear voice, some physically handicapped students could not use mouse, erratic power supply during CBT examination couple with high cost of diesel for alternative source of power and time duration allotted affect some students who are not that versatile with the use of mouse and keyboard. Furthermore, some benefits of CBT examination on learning outcome of colleges of education students in Nigeria are stated. Based on the findings, it was recommended that lecturers to supervise CBT examination should be practically good in the use of computers in order to be able to attend to minor issues that may arise during the examination.},
 year = {2022}
}

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TY  - JOUR
T1  - Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria
AU  - Kamoru Olayiwola Usman
AU  - Solomon Babatunde Olaleye
Y1  - 2022/06/20
PY  - 2022
N1  - https://doi.org/10.11648/j.mcs.20220703.14
DO  - 10.11648/j.mcs.20220703.14
T2  - Mathematics and Computer Science
JF  - Mathematics and Computer Science
JO  - Mathematics and Computer Science
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EP  - 58
PB  - Science Publishing Group
SN  - 2575-6028
UR  - https://doi.org/10.11648/j.mcs.20220703.14
AB  - Examination is an important aspect of teaching and learning process in colleges of education in Nigeria. Therefore, to conduct examination for courses involving large number of students is a major challenge. The adoption of the use of relevant technology tools in recent times have made a way out of this challenge. Hence, this study examined the effect of Computer Based Test (CBT) examination on learning outcome of colleges of education students in Nigeria. A descriptive survey design was adopted and two research questions guided the work. The population was made up of 2112 NCE students and lecturers in the School of Education, Federal College of Education (Special), Oyo. The work sampled 10% of the population of the study that is 211, comprising 200 students and 11 lecturers selected through random sampling technique. The instrument for data collection was structured questionnaire developed by the researchers. The instrument was validated by two experts in the field of evaluation and measurement in Federal College of Education (Special), Oyo. Cronbach Alpha method was used to determine the reliability of the instrument and it was estimated at 0.75 which was considered reliable enough for the study. The findings of this study revealed the challenges militating against CBT examination on learning outcome of colleges of education students in Nigeria, among which are lack of ICT practical knowledge by lecturers assigned to supervise CBT examination, visually impaired students complained of unclear voice, some physically handicapped students could not use mouse, erratic power supply during CBT examination couple with high cost of diesel for alternative source of power and time duration allotted affect some students who are not that versatile with the use of mouse and keyboard. Furthermore, some benefits of CBT examination on learning outcome of colleges of education students in Nigeria are stated. Based on the findings, it was recommended that lecturers to supervise CBT examination should be practically good in the use of computers in order to be able to attend to minor issues that may arise during the examination.
VL  - 7
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ER  -

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Author Information

Kamoru Olayiwola Usman

Department of Mathematics, Federal College of Education (Special), Oyo, Nigeria
Solomon Babatunde Olaleye

Department of Computer Science, Federal College of Education (Special), Oyo, Nigeria

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Kamoru Olayiwola Usman, Solomon Babatunde Olaleye. (2022). Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria. Mathematics and Computer Science, 7(3), 53-58. https://doi.org/10.11648/j.mcs.20220703.14

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ACS Style

Kamoru Olayiwola Usman; Solomon Babatunde Olaleye. Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria. Math. Comput. Sci. 2022, 7(3), 53-58. doi: 10.11648/j.mcs.20220703.14

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AMA Style

Kamoru Olayiwola Usman, Solomon Babatunde Olaleye. Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria. Math Comput Sci. 2022;7(3):53-58. doi: 10.11648/j.mcs.20220703.14

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@article{10.11648/j.mcs.20220703.14,
  author = {Kamoru Olayiwola Usman and Solomon Babatunde Olaleye},
  title = {Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria},
  journal = {Mathematics and Computer Science},
  volume = {7},
  number = {3},
  pages = {53-58},
  doi = {10.11648/j.mcs.20220703.14},
  url = {https://doi.org/10.11648/j.mcs.20220703.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.mcs.20220703.14},
  abstract = {Examination is an important aspect of teaching and learning process in colleges of education in Nigeria. Therefore, to conduct examination for courses involving large number of students is a major challenge. The adoption of the use of relevant technology tools in recent times have made a way out of this challenge. Hence, this study examined the effect of Computer Based Test (CBT) examination on learning outcome of colleges of education students in Nigeria. A descriptive survey design was adopted and two research questions guided the work. The population was made up of 2112 NCE students and lecturers in the School of Education, Federal College of Education (Special), Oyo. The work sampled 10% of the population of the study that is 211, comprising 200 students and 11 lecturers selected through random sampling technique. The instrument for data collection was structured questionnaire developed by the researchers. The instrument was validated by two experts in the field of evaluation and measurement in Federal College of Education (Special), Oyo. Cronbach Alpha method was used to determine the reliability of the instrument and it was estimated at 0.75 which was considered reliable enough for the study. The findings of this study revealed the challenges militating against CBT examination on learning outcome of colleges of education students in Nigeria, among which are lack of ICT practical knowledge by lecturers assigned to supervise CBT examination, visually impaired students complained of unclear voice, some physically handicapped students could not use mouse, erratic power supply during CBT examination couple with high cost of diesel for alternative source of power and time duration allotted affect some students who are not that versatile with the use of mouse and keyboard. Furthermore, some benefits of CBT examination on learning outcome of colleges of education students in Nigeria are stated. Based on the findings, it was recommended that lecturers to supervise CBT examination should be practically good in the use of computers in order to be able to attend to minor issues that may arise during the examination.},
 year = {2022}
}

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TY  - JOUR
T1  - Effect of Computer Based Test (CBT) Examination on Learning Outcome of Colleges of Education Students in Nigeria
AU  - Kamoru Olayiwola Usman
AU  - Solomon Babatunde Olaleye
Y1  - 2022/06/20
PY  - 2022
N1  - https://doi.org/10.11648/j.mcs.20220703.14
DO  - 10.11648/j.mcs.20220703.14
T2  - Mathematics and Computer Science
JF  - Mathematics and Computer Science
JO  - Mathematics and Computer Science
SP  - 53
EP  - 58
PB  - Science Publishing Group
SN  - 2575-6028
UR  - https://doi.org/10.11648/j.mcs.20220703.14
AB  - Examination is an important aspect of teaching and learning process in colleges of education in Nigeria. Therefore, to conduct examination for courses involving large number of students is a major challenge. The adoption of the use of relevant technology tools in recent times have made a way out of this challenge. Hence, this study examined the effect of Computer Based Test (CBT) examination on learning outcome of colleges of education students in Nigeria. A descriptive survey design was adopted and two research questions guided the work. The population was made up of 2112 NCE students and lecturers in the School of Education, Federal College of Education (Special), Oyo. The work sampled 10% of the population of the study that is 211, comprising 200 students and 11 lecturers selected through random sampling technique. The instrument for data collection was structured questionnaire developed by the researchers. The instrument was validated by two experts in the field of evaluation and measurement in Federal College of Education (Special), Oyo. Cronbach Alpha method was used to determine the reliability of the instrument and it was estimated at 0.75 which was considered reliable enough for the study. The findings of this study revealed the challenges militating against CBT examination on learning outcome of colleges of education students in Nigeria, among which are lack of ICT practical knowledge by lecturers assigned to supervise CBT examination, visually impaired students complained of unclear voice, some physically handicapped students could not use mouse, erratic power supply during CBT examination couple with high cost of diesel for alternative source of power and time duration allotted affect some students who are not that versatile with the use of mouse and keyboard. Furthermore, some benefits of CBT examination on learning outcome of colleges of education students in Nigeria are stated. Based on the findings, it was recommended that lecturers to supervise CBT examination should be practically good in the use of computers in order to be able to attend to minor issues that may arise during the examination.
VL  - 7
IS  - 3
ER  -

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