Abstract
The study examined the perception of agricultural students towards computer based testing (CBT) in Ladoke Akintola University of Technology, Ogbomoso, Oyo State, Nigeria. Multistage sampling technique was used to select 108 agricultural students of 200level across all the departments in the Faculty of Agricultural Sciences. However, the respondents have different perception toward CBT as mode of assessment newly introduced by the University management. There is significant relationship between some of the selected personal characteristics the respondents (such as department {(x2=68.481); age (x2=64.389); mode of admission (x2=166.056) and basis for supporting CBT examination (x2=33.333)} and their perception of CBT mode of examination. The study therefore recommends that CBT mode of examination should be encouraged and this innovation should cut across all other level apart from 100 level students. The academic staff members of different department and faculties should encourage the spread of the innovation across the University at large and the university management and department involved in the CBT examination should come together and provide solution to some of the associated constraints with CBT examination in LAUTECH as this would encourage its full adoption and its usage in the various departments and the entire University at large. Keywords: Perception; Agricultural Training; Students; Computer Based Test.
Highlights
It is generally recognized that examinations determine the extent to which educational objectives have been achieved as well as the extent to which educational institutions have served the needs of community and society (Shah, 2002)
Computer Based Test (CBT) was first practiced in Ladoke Akintola University of Technology (LAUTECH), Oyo State, Nigeria during 2011/2012 academic session among 100 level students
This implies that all students admitted that CBT examinations are associated with certain merit which accounted for their basis in supporting CBT examinations
Summary
It is generally recognized that examinations determine the extent to which educational objectives have been achieved as well as the extent to which educational institutions have served the needs of community and society (Shah, 2002). As states move forward with CBT they are discovering that it is important to consider the positive benefits, and potential negative unintended consequences These include, for example, the possibility that additional training will be needed for students with disabilities to interact successfully with computers and the challenges of determining the best way to present some accommodations such as screen readers (Thurlow et al, 2010). The use of computers for assessment can provide several benefits for educators and test-takers, as Oladipo (2009) concludes that Computer-Based Test (CBT) is a system which spurs development in education as well as other sectors of the economy. It described the personal characteristics of students; examined respondents’ basis for supporting CBT and identified constraints associated with CBT examination in LAUTECH
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