1.0 Introduction
1.1 Background of Study
The increasing reliance on Information and Communication Technology (ICT) in the education sector has significantly transformed traditional methods of teaching, learning, and assessment. One of the major innovations resulting from this transformation is the adoption of the Computer-Based Test (CBT) mode of examination. CBT is a modern method of administering tests in which candidates respond to questions displayed on a computer screen and submit their answers electronically. This method contrasts with the conventional Paper-Based Test (PBT), which relies on physical writing materials (Ayo, Akinyemi, Adebiyi, & Ekong, 2007).
In Nigeria, the use of CBT has gained substantial momentum, particularly since the Joint Admissions and Matriculation Board (JAMB) transitioned from paper-based to computer-based examinations in 2013. This shift was driven by the need to enhance examination integrity, improve efficiency, reduce examination malpractice, and ensure prompt release of results (Adegbija et al., 2021). As a result, many universities, polytechnics, and colleges of education have adopted CBT for internal assessments and semester examinations, with varying levels of success and acceptance.
The introduction of CBT in Nigerian higher institutions comes with both opportunities and challenges. On the one hand, CBT provides a more flexible and automated assessment platform that enables real-time grading, reduces human error in marking, and ensures better security and standardization of examinations. On the other hand, it poses challenges such as inadequate infrastructure, unreliable power supply, insufficient computer systems, limited access to the internet, and varying levels of digital literacy among both students and academic staff (Okonkwo, 2012). Despite the potential of CBT to revolutionize educational assessments, its success largely depends on the perception of the key stakeholders students and teachers. Students' experiences with the technology, their confidence in the fairness of the system, and their ability to navigate computer interfaces all influence their acceptance and performance in CBT examinations (Ogunlade, Akinola, & Oke, 2013).
According to Adepoju & Alhassan (2017), assessment plays a pivotal role in determining academic performance and educational outcomes in higher institutions. One of the contemporary approaches to assessment is the Computer-Based Test (CBT) mode of examination. A Computer-Based Test refers to an assessment delivered and taken using computers or digital devices, often within a networked environment (Adepoju & Alhassan, 2017). Unlike the traditional paper-and-pencil examinations, CBT offers several advantages, including flexibility, automated scoring, immediate feedback, enhanced security, and efficient data management (Olumorin et al., 2018).
Olojo, Adewunmi, & Ajisola (2020) stated that the growing integration of technology into the educational sector is in line with global digital transformation trends. In Nigeria, the use of CBT has been significantly promoted by bodies such as the Joint Admissions and Matriculation Board (JAMB), which adopted CBT for its Unified Tertiary Matriculation Examination (UTME) to reduce malpractices and improve examination integrity (Olojo et al., 2020). Following this, many higher institutions have gradually adopted CBT as a formal examination method for both internal and external assessments. However, despite its perceived benefits, the adoption of CBT is not without challenges and varying perceptions among stakeholders. Students and teachers, who are the primary users of this system, often express differing opinions about its effectiveness, accessibility, and reliability. Factors such as computer literacy, availability of infrastructure, internet connectivity, technical support, and familiarity with digital platforms significantly influence their perception (Bassey et al., 2019). This study, therefore, seeks to investigate the perception of students and teachers towards the Computer-Based Test mode of examination in selected higher institutions in Nigeria.
1.2 Statement of Problems
Investigation revealed that the adoption of the Computer-Based Test (CBT) mode of examination in Nigerian higher institutions is intended to enhance the efficiency, objectivity, and integrity of the assessment process. However, despite the technological promise that CBT holds, its implementation is fraught with challenges that affect how students and teachers perceive and engage with the system. While some institutions have successfully incorporated CBT into their examination processes, others are struggling with infrastructural inadequacies, poor internet connectivity, unstable power supply, and limited access to computers, particularly in rural or underfunded campuses (Adegbija, Fakomogbon, & Daramola, 2021).
According to Okonkwo (2012), many students, especially those from non-technical backgrounds or poorly equipped secondary schools, often lack adequate computer literacy, which affects their confidence and performance during tests. The anxiety associated with navigating digital platforms and the fear of technical glitches during exams is discouraging and could negatively impact their academic outcomes (Okonkwo, 2012). Similarly, teachers are not exempt from these challenges. A number of lecturers are either unfamiliar with the CBT system or skeptical about its fairness and reliability, especially when there are cases of system crashes or data loss during examinations (Ogunlade, Akinola, & Oke, 2013).
Furthermore, the lack of standardization in CBT implementation across institutions results in inconsistent experiences. While some students benefit from well-equipped CBT centers with uninterrupted power and internet, others take their exams in poorly ventilated halls with limited technical support, leading to frustration and dissatisfaction (Olumorin, Fakomogbon, & Hassan, 2018). It is against the backdrop that this study seeks to address these problems by investigating the underlying issues shaping how CBT is viewed and experienced in Nigerian higher institutions.
1.3 Purpose of the Study
The purpose of this study is to examine the perception of students and teachers towards the Computer-Based Test (CBT) mode of examination in selected higher institutions in Nigeria. It seeks to explore the experiences, attitudes, and challenges faced by both groups in the use of CBT for academic assessments. The study aims to identify the factors that influence their level of acceptance or resistance to CBT and how these perceptions affect the effectiveness of the examination process.
This research also intends to evaluate the preparedness of institutions in terms of infrastructure, technical support, and training required for successful CBT implementation. Additionally, it aims to provide recommendations that will guide stakeholders in improving the design, administration, and general perception of computer-based examinations in Nigerian higher education.
1.4 Aim and Objectives of the Study
Aim:
The aim of this study is to investigate the perception of students and teachers towards the Computer-Based Test (CBT) mode of examination in selected higher institutions in Nigeria.
Objectives:
In achieving the above stated aim, the following specific objectives were laid out as follows:
- To examine the level of awareness and understanding of CBT among students and teachers.
- To assess the attitudes of students and teachers towards the use of CBT in academic assessments.
- To identify the challenges faced by students and teachers in the use of CBT in higher institutions.
- To evaluate the infrastructural and institutional readiness for CBT in the selected institutions.
- To provide recommendations for improving the implementation and acceptance of CBT in Nigerian higher education.
1.5 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- What is the level of awareness and understanding of Computer-Based Tests (CBT) among students and teachers in selected higher institutions?
- What are the attitudes of students and teachers towards the use of CBT for academic assessments?
- What challenges do students and teachers face in the use of CBT in higher institutions?
- How prepared are the selected institutions in terms of infrastructure and support for effective CBT implementation?
- What strategies can be recommended to improve the implementation and acceptance of CBT in Nigerian higher education institutions?
1.6 Significance of Study
The outcome of this research will inform educational policymakers and institutional administrators on the areas that require improvement for a more effective and inclusive CBT implementation. It will also serve as a basis for developing strategies that will enhance digital literacy among students and staff, ensuring that both groups are well-prepared to navigate computer-based examination environments.
Furthermore, this research will also contribute to the improvement of infrastructure planning, resource allocation, and training programs targeted at supporting the transition from traditional examination systems to digital formats.
Lastly, this research will add to existing academic literature by providing empirical evidence on the perceptions surrounding Computer Based Test (CBT) in Nigerian tertiary education, serving as a reference point for future studies in the field of educational technology and assessment.
1.7 Scope of Study
The scope of this study is restricted to selected higher institutions in Lagos State, Nigeria, including the University of Lagos and Lagos State University. It covers the opinions, attitudes, and challenges faced by students and teachers in relation to the use of CBT for academic assessments.
1.8 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.9 Definition of Terms
Computer-Based Test (CBT):
CBT refers to an examination system where tests are delivered and answered using computers or digital devices. It allows for real-time evaluation, automatic grading, and secure data management (Adegbija et al., 2021).
Perception:
Perception in this context refers to how students and teachers view, understand, and emotionally respond to the use of CBT, based on their experiences and interactions with the system (Okonkwo, 2012).
Higher Institutions:
These are post-secondary educational institutions such as universities, polytechnics, and colleges of education offering degree, diploma, or certificate programs. In this study, it specifically refers to selected tertiary institutions in Lagos State.
Assessment:
Assessment means the process of evaluating a student's performance through tests, examinations, or continuous evaluations. CBT serves as a modern approach to this evaluation process (Bennett, 2002).
Digital Literacy:
Digital literacy refers to the ability to effectively use digital devices, communication tools, and networks to access and manage information. It is a key factor influencing the ability to engage with CBT platforms (Ogunlade et al., 2013).
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