Abstract
The paper investigated the students’ perceptions of the use of CBT for the conduct of General Studies (GST) examinations in Usmanu Danfodiyo University, Sokoto. The study employed a descriptive survey design. All the 5600 undergraduate students who sat for GST examinations during the 2019/2020 academic session formed the population of the study. The Israel Model (2013) was used to determine 372 students as the sample size for the study. An instrument titled "Students’ Perceptions of Writing CBT Examination" (SPWCBTE) was used for the data collection. The instrument was validated, a pilot study was conducted, and a reliability index of 0.95 was obtained. Results from the study revealed that the students have positive views on the CBT examinations. Some of the problems confronted by students during the examinations, as indicated by the results, include system errors, login issues, and the slow nature of the systems during submission. The study concluded that the students have positive views of the CBT examinations in the university. It was recommended that the university management should be organizing presentations and workshops to promote the CBT system. Majors should be taken to ensure quality assurance and control of the ICT facilities during and after the conduct of examinations.
Highlights
Paper-based tests were the only method available to educators and instructors for a long time, until the arrival of computers, who jotted down a set of questions on a piece of paper, distributed these papers to learners, waiting for them to complete and submit the test before the instructors could grade the tests, write feedback, and prepare reports
The results showed that 100% of the respondents are of the opinion that Computer-based testing (CBT) facilitates quick release of results, and adopting it could be a bold step to reducing examination malpractice in the University
While CBT helps in reducing errors committed during results compilation as indicated by 100% of the respondents, writing examinations computer-based help save students’ as well as invigilators’ time during the conduct of examinations
Summary
Paper-based tests were the only method available to educators and instructors for a long time, until the arrival of computers, who jotted down a set of questions on a piece of paper, distributed these papers to learners, waiting for them to complete and submit the test before the instructors could grade the tests, write feedback, and prepare reports. It was a time-consuming job until the arrival of technology-based evaluation systems, which rendered pen and paper obsolete and gradually gave way to a better, more effective assessment system (Hew, Jia, Gonda, & Bai, 2020). The rapid growth of Information and Communication Technologies (ICTs) in teaching/learning has transformed the paradigm of examination from paper-pencil to computer-based tests (Okocha, Eyiolorunshe, & Owolabi, 2017)
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