Abstract
Among the significant influences of the new information and communication technologies (ICTs) on the educational system is the emergence of the computer-based test (CBT) which now exists side by side, and in some instances, has replaced the traditional pen and paper method of examination. The introduction of CBT in the JAMB Unified Tertiary Matriculation Examination (UTME) and its use in post-UTME tests by various higher institutions have now made ICT literacy critical for one’s academic progression beyond the secondary school level. Therefore, this study examined readiness for Computer-Based Tests (CBT) among public secondary school students in Anambra State, Nigeria in terms of acquiring the requisite ICT literacy. Situated within the framework of the Diffusion of Innovations Theory, the study adopted the survey method.A sample of 659 respondents was selected from public secondary school students in the state. Data analysis employed simple percentages and Pearson chi-square test. Findings showed that to a significant extent, students in public secondary schools in Anambra State were aware of the relevance of ICT literacy for their participation in external examinations. However, a significant number of the students were yet to take steps to acquire ICT literacy in readiness for computer-based tests (CBTs). The rate of actual readiness for such tests was low among the students. Factors influencing readiness for CBT among the students were gender, age, school type (boys, girls or coeducational), school location (urban versus rural), school-based computer training, availability of computer at students’ homes and attending of outside-school computer coaching. It was concluded that many students in Anambra State public schools who participate in computer-based tests (CBTs) appear to acquire the required ICT skills only after they have left school, a situation that may not be very healthy given that early preparation is more likely to enhance better performance. The study recommended, among others, that school-based computer training should be enhanced by way of procurement of equipment and employment of computer literate teachers in order to enable schools provide such training on a regular basis to students which will enhance their readiness for computer-based tests (CBT). Keywords: Computer Based Test (CBT), Information and Communication Technology (ICT), ICT Literacy, External Examination, Public Secondary Schools, Secondary School Students, Readiness. DOI: 10.7176/NMMC/97-01 Publication date: August 31 st 2021
Highlights
The introduction of the Computer-Based Test (CBT) as a method of administering examinations in Nigeria’s school system has brought a new era where information and communication technologies (ICTs) literacy becomes a relevant skill for effectively participating in examinations (Abubakar & Adebayo, 2014; Adepoju, 2016)
As far as secondary school students are concerned, these examinations principally are the Unified Tertiary Matriculation Examination (UTME) and Post-UTME conducted by the Joint Admissions and Matriculation Board (JAMB) and tertiary institutions respectively (JAMB, 2015; Adepoju, 2016).Against this backdrop, this study examined the extent of students’ readiness for the examinations by way of acquiring the requisite ICT literacy
Analysis of Research Questions Research Question 1:To what extent are students in public secondary schools in Anambra State aware of the relevance of ICT literacy for their external examinations? To answer this research question, reference is made to Table 3 which shows that the majority of the respondents were aware that JAMB UTME (99%) and post-UTME tests of most higher institutions (93.3%) are written as CBT
Summary
The introduction of the Computer-Based Test (CBT) as a method of administering examinations in Nigeria’s school system has brought a new era where ICT literacy becomes a relevant skill for effectively participating in examinations (Abubakar & Adebayo, 2014; Adepoju, 2016). Objectives of the Study The purpose of this study was to examine ICT literacy and readiness for Computer-Based Tests (CBT) among public secondary school students in Anambra State. Its first general application by any of the public examination bodies administering exams for secondary school students/ leavers in Nigeria (i.e. WAEC, NECO, JAMB, NABTEB) was in 2015 when JAMB made it the standard examination for mode for its yearly UTME (JAMB, 2015; Joshua & Ikiroma, 2016) Being new, it presumably may still be undergoing its adoption (diffusion) process among Nigerians, and this adoption process has as one of its most vital element the acquisition of the requisite ICT skills. Survey Data Presentation and Analysis The survey data are segmented into three as follows: response rate, demographic variables, respondents’ awareness of the relevance of ICT literacy for computer-based external examinations, respondents’ acquisition of ICT literacy in readiness for CBT, and factors influencing respondents’ readiness for CBT
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call