Computer Anxiety and Computer Knowledge as Determinants of Candidates’ Performance in Computer-based Test in Nigeria

Abstract

Aims: To examine the influence of computer anxiety and computer knowledge on candidates’ performance in Computer-Based Test. Study Design: The study used descriptive survey and ex-post facto designs. Place and Duration: Prospective candidates for 2013 Unified Tertiary Matriculation Examination in Nigeria and chose to write in CBT mode. Methodology: Sample comprised 100 candidates (50 males and 50 females) in 2 purportedly chosen universities in Nigeria. A 20-item Computer Knowledge Test (CKT), a 20-item Computer Anxiety Scale (CAS) and a proforma to collect the UTME scores were used to collect data. Regression Analysis, ANOVA and t-test statistics were used to test hypotheses. Results: Findings showed that computer knowledge and computer anxiety significantly combined to predict performance in CBT. They jointly accounted for 9.7 percent of the total variance in CBT performance (R = 0.097, F(2,99) = 5.208, P<0.05). Computer knowledge is the only significant predictor of performance in CBT. It accounted for 29.2 percent of the total variance in CBT performance (t = 3.019, p<0.05). Original Research Article British Journal of Education, Society & Behavioural Science, 4(4): 495-507, 2014 496 Conclusion: Computer knowledge and computer anxiety jointly influenced candidates’ performance in CBT in Nigeria. Recommendations: It is therefore recommended that Government should provide secondary schools in the country with adequate computers and internet facilities. CBT training centers should as a matter of urgency be set up to train candidates on CBT before their examinations.