Effects of Computer-Based Test (CBT) and Paper-And-Pencil Test (PPT) on Academic Achievement and Test Anxiety of Tertiary Institution Students in Educational Research in Delta State

Abstract

This study examined effects of Computer-Based Test (CBT) and Paper and Pencil Test (PPT) on academic performance and test anxiety of tertiary institution students in educational research in Delta State. Six research questions guided this study. Eight null hypotheses were formulated and tested at .05 level of significance. The study utilized pretest-posttest non-randomized control group design involving experimental and control groups. The population of this study comprised final year students who offered Educational research in all tertiary institutions in Delta State. The sample consisted 113 final year students who offered Educational research in tertiary institution in Delta State. Educational Research Achievement Test (ERAT) and Test Anxiety Inventory (TAI) were used as instruments for data collection. The instrument were validated by experts in Educational Measurement and Evaluation. The reliability coefficient of ERAT was 0.86. Mean statistics was used to analyze the research questions while analysis of covariance was used to test the null hypotheses at .05 level of significance. The findings revealed among others that the mean achievement scores of students exposed to PPT is higher than those exposed to CBT and the difference in their mean achievement scores was significant. The mean achievement scores of male students exposed to CBT is slightly higher than that of female students exposed to CBT but the difference in their mean achievement scores was not significant. Students exposed to PPT were more test anxious than those exposed to CBT yet the difference in their mean test anxiety scores was not significant. The interaction effect between gender and test mode with respect to either achievement or test anxiety was not significant. Based on the findings, the study recommended among others that tertiary institutions authorities and other stake holders in education should adopt both CBT and PPT as forms of students’ assessment in various tertiary institutions’ examinations. The government should provide tertiary institutions in the country with adequate computers and internet facilities to make students have enough CBT practical sessions.