CHAPTER ONE

INTRODUCTION
1.1

BACKGROUND OF STUDY

Teaching and learning are constantly being migrated to several ubiquitous

platform. The World Wide Web (WWW) has therefore become an
indispensable tool in the administration of pedagogy. This development has
led to accelerated availability of educational resources and the promotion of
collaboration across different research and educational institute. A significant
component of this innovative trend is the adoption of web-based technology
driven assessment of students. It is becoming commonplace to see institutions
across the educational strata adopt Computer-Based Test (CBT) and
assessment to admit or screen students for entrance into Nigeria Institutions
(Sadiq and Onianwa, 2011). However, this mode of conducting examination is
a new phenomena in Nigeria.

The use of CBT for entrance examination in education, military training, and
certification examination by professional groups and promotional examination
in various stages and categories of life cannot be overemphasized. Erle, at el.
(2006) cited by Olumorin et al. (2013) noted that CBT has gained popularity
as a means of testing with large-scale professional examination such as
United State Medical Licensing Examination (USME) in 1999. However, the
popularity emerged through the post UME and university main examination in
Nigeria. Other institution such as University of Ilorin, Federal University of
Technology, Akure and Federal University of Technology, Mina are
maximizing the use of CBT as tool for undergraduate and postgraduate
assessments.

The inclusion of ICTs in education is required to re-consider and re-think or

change the traditional methods. However, these have reduce the burden of

teachers and facilitate the conduct of examination purposefully. Computer

based examinations can be used to promote more effective learning by testing
a range of skills, knowledge and understanding. Also, accessing and
managing of information and managing and developing communication skills
are possible to access online which cannot be assessed in regular essay
based examination (Brown, Race, & Bull, 1999; cited by Mubashrah et al.,
2012).

Computer-based test offers several benefits over traditional paper-and-pencil

or paper-based tests. Technology based assessment provide opportunity to
measure complex form of knowledge and reasoning that is not possible to
engage and assess through traditional method (Bodmann and Robinson,
2004). In Nigeria, employers now conduct aptitude test for their job seekers
through electronic means; the universities and other tertiary institutions are
registering and conducting electronic examination for their students through
the internet and other electronic and networking gadgets. Similarly, different
examination bodies in the country such as West Africa Examination Council
(WAEC), National Examination Council (NECO), National Board for Technical
Education (NABTEB), and National Teachers Institute (NTI) among others
register their students through electronic means (Olawole and Shafil, 2010).

Recently, the Joint Admission and Matriculation Board (JAMB) conducted the
2013 edition of the Unified Tertiary Matriculation Examination (UTME) with
three test options the traditional Paper Pencil Testing (PPT), Dual Based
Testing (DBT) and Computer Based Testing (CBT). The DBT and CBT which
are a novel introduction were largely successful in spite of some challenges
especially in the area of infrastructure. However, the JAMB Executive
Register, Professor Dibu Ojerinde, announced that from 2015; CBT will be
used to conduct all UTME. He noted that the objective of the e-testing was to

ensure 100 percent elimination of all forms of examination malpractice that

had been a major challenge in the conduct of public examination in the country
(see Vanguard, 8th November 2012).

Computer and related technologies provide powerful tools to meet the new
challenges of designing and implementing assessments methods that go
beyond the conventional practices of cognitive skill and knowledge
(Mubashrah et al., 2012). In the past, various methods was employed in
examining the ability of an individual, starting from oral to written, practical to
theoretical, and paper and pencil to electronic. The present ICT means of
examining students in Nigeria is the use of electronic system in place of
manual or paper method which was characterized by massive examination
leakages, impersonations, demand for grafication by teachers, bribe taking
by supervisors and invigilators of examinations (Olawole and Shafil 2010).

1.2

STATEMENT OF THE PROBLEM

Examination malpractice in Nigeria and indeed in many countries of the world

is already a cankerworm. It has attained an alarming proportion and also
endemic to educational systems all over the world. The problem is hydra
headed and has defied most recommended solutions. The categories of
people involved in examination malpractice are concern to all stakeholders in
education and it takes place both internal and external examination. Children,
youth and adults are all involved in the act.

Currently, examination inn Nigeria are a disaster to both parents, students, the
government and teachers. It is generally not a true reflection of students
knowledge and capabilities to a great extent and in many cases a show of
shame going by the manner of ceased and cancelled results released by the
examination conducting bodies.

This study aim to achieve two major objective, to look into the impact of using
Computer-Based Test (CBT) in Nigeria Secondary Schools and its challenges
and strategic plan to adopt for implementation.

1.3

PURPOSE OF STUDY

The specific purpose of this study is to:

i.

Determine the impact of CBT on Senior Secondary School Students in

Nigeria.
ii.

To assess the differences between paper pencil examination and

CBT.

iii.

To identify the challenges of CBT in Nigeria.

iv.

To proffer solution to the problem of examination malpractice in Nigeria

secondary schools

1.4

SIGNIFICANCE OF STUDY

The findings of this study will help the educational policy makers and as well
as the curriculum planners to tackle the problems of examination malpractices
in Nigeria. This will enable them to strategies the best method of writing
examination in Nigeria.

The result will assist the various examination bodies like WAEC, NECO,
JAMB, and NABTEB amongst others in making decision on how to ensure
hitch-free examination in Nigeria.

Finally, the findings will provide the basis for further investigation into the effect
of CBT in secondary school examination in Nigeria

1.5
i.

RESEARCH QUESTIONS
What are the impact of CBT on secondary school students in Lagos
State?

ii.

What are the difference between paper pencil test (PPT) and Computer
based test (CBT)

iii.

What are the challenges of CBT in Nigeria

iv.

What are the solutions to examination malpractices among secondary

school students in Nigeria?

1.6

RESEARCH HYPOTHESEIS

Research hypothesis are formulated in the study

i.

There will be no significant difference among the secondary school

students that uses CBT and students that does not.

ii.

There will be no significant difference among paper - Pencil Test (PPT)

and computer - Based Test (CBT)

iii.

1.7

There will be no significant challenges on the use of CBT in Nigeria.

LIMITATION OF THE STUDY

The limitation of this study, includes inadequate computer system, lack of

infrastructure, financial, and time constraints.

1.8

DEFINITION OF TERMS

World Wide Web (WWW):- This is a system of interlinked hypertext

documents assessed via the internet.

Information and Communication Technology (ICT):- This is a group of

technological tools and resources used to create, process store, retrieve,
communicate and manage information.

Computer Based Test (CBT):- This is a way of talking standard test or

examination on a computer system

Computer System:- This is an electronic device that is capable of accepting

data through an input device, process data with the help of instructions
programed on it, store data with a storage device and produce meaningful
information as desired by the computer user.

Internet: - This is the global system of interconnected computer networks that

use the standard Internet Protocol (IP) to serve billions of users worldwide.

Networking: - This is a collection of computer and devices interconnected

communications channels that facilitates communications among users and
allows users to share resources.
Gadgets: - These are small, useful and cleverly designed machine or tools.

CHAPTER TWO
LITERATURE REVIEW
2.0

INTRODUCTION

Although the primary uses of microcomputers in education are instructional

and administrative, the expansion of computer technology has created many
possibilities for computer applications in the area of testing and assessment.
McBride (2005) anticipated large-scale applications of computerized testing as
computers decreased in cost and became more available. Many important
issues have to be considered when administering tests by computers. Among
these are the equivalence of scores obtained in computerized testing
compared with conventional paper-and-pencil tests, and the impact of
computerization on the test-taker. This chapter discusses these issues as well
as the current applications of the computer in testing, advantages and
disadvantages of computerized testing, and the effects of administering tests
via the computer.

2.1

CURRENT APPLICATIONS OF THE COMPUTER IN TESTING

The computer is currently being used in many areas of testing and

assessment. In addition to the already established uses of computers for test
scoring, calculation of final grades and test score reporting, computers can
also be used for the determination of test quality, test item banking and test
assembly, as well as for test administration.

2.1.1

TEST AND ITEM ANALYSIS

Assessing test quality generally involves both item and test analysis. Classical
statistics used to summarize item quality are based on difficulty and
discrimination indices; these are calculated more easily and quickly with the
use of the computer than by traditional hand methods. Items which have been
inadvertently miss-keyed, have intrinsic ambiguity, or have structural flaws

such as grammatical or contextual clues that make it easy to pick out the
correct answer, can be identified and culled out. These items are characterized
by being either too easy or too difficult, and tend to have low or negative
discrimination. Test analysis can also provide an overall index of reliability or
internal consistency, that is, a measure of how consistently the examinees
performed across items or subtests of items. Christine (2011)

2.1.2 ITEM BANKING AND TEST ASSEMBLY

Another important use of the computer in testing has been the creation and
maintenance of an item pool. This is known as item banking. Hambleton
(2010) defines an item bank as "a collection of test items uniquely coded to
make the task of retrieving them easier. If the items are not categorized, they
are merely a pool or collection of items, not an item bank." Hambleton (2010)

In the use of item which are an alternative to item banks, algorithms are used
for randomly generating test items from a well-defined set of item
characteristics; each item is similar in structure. For instance, items might have
a multiple-choice format, a similar stem, the same number of answer choices,
and a common pool of distractors. The most important advantage gained from
storing item forms is that many more items can be produced by the
microcomputer that would be reasonable to store on the microcomputer
(Millman & Outlaw, 2008). With the availability of item forms, unique sets of
test items can be developed and drawn for each examinee. Such a feature
makes it feasible to administer different tests of the same content and domain
to students at different times.

One of the principal advantages of microcomputer-based test development is

the ease with which test assembly can be done with the appropriate software.
Desirable attributes of an item banking and test assembly system include

easily retrievable items with related information, an objective pool, automatic

generation of tests, analysis of item performance data, and automatic storage
of that data with the associated items (Hambleton, 2004).

2.1.3 TEST ADMINISTRATION

The computerized administration of tests has also been considered as an
attractive alternative to the conventional paper-and-pencil mode of
administration. In a computerized test administration, the test-taker is
presented with items on a display device such as a cathode-ray tube (CRT)
and then indicates his or her answers on a response device such as a standard
keyboard. The presentation of test items and the recording of the test-taker's
responses are controlled by a computer. Most of the attention to computerized
test administration however, has been directed towards psychodiagnostic
assessment instruments such as psychological tests and personality
inventories. Even in the case of education-related ability and achievement
tests, testing (as part of computer-assisted instruction or computer-managed
instruction) has mostly been used as the basis for prescribing remedial
instructional procedures to determine if the student has achieved mastery, and
also to provide the student with some feedback of how he or she performed.
Christine (2011)

Four main computer-administered testing procedures used in educational

assessment settings include computer-based testing, computer adaptive
testing, diagnostic testing and the administration of simulations of complex
problem situations. Computer-based testing (CBT) generally refers to "using
the computer to administer a conventional (i.e. paper-and-pencil) test" (Wise
& Plake, 2009). That is, all examinees receive the same set of test items.
Unlike conventional testing where all test-takers receive a common set of
items, computer adaptive testing (CAT), or "tailored testing", is designed so

that each test-taker receives a different set of items with psychometric

characteristics appropriate to his or her estimated level of ability. Aside from
the psychological benefits of giving a test that is commensurate with the testtaker's ability, the primary selling point of adaptive testing is that
measurements are more precise when examinees respond to questions that
are neither too hard nor too easy for them (Millman, 2004). This test involves
making an initial ability estimate and selecting an item from a pool of test items
for presentation to the test-taker. According to Green, Bock, Humphreys, Linn,
& Reckase (2004), each person's first item on an adaptive test generally has
about medium difficulty for the total population. Those who answer correctly
get a harder item; those who answer incorrectly get an easier item. After each
response, the examinee's ability is re-estimated on the basis of previous
performance and a new item is selected at the new estimated ability level. The
change in item difficulty from step to step is usually large early in the sequence,
but becomes smaller as more is learned about the candidate's ability. The
testing process continues until a specified level of reliability or precision is
reached and the testing process is terminated. This testing is based on Item
Response Theory "which provides the mathematical basis for selecting the
appropriate question to give at each point and for producing scores that are
comparable between individuals" (Ward, 2004). Adaptive testing allows the
tailoring of the choice of questions to match the examinee's ability, bypassing
most questions that are inappropriate in difficulty level and that contribute little
to the accurate estimation of the test-taker's ability.

Another promising use of computer-administered testing is in the area of

diagnostic testing. McArthur and Choppin (2004) describe the approach to
educational diagnosis as "the use of tests to provide information about specific
problems in the performance of a task by an individual student, information
that will point to some appropriate remedial treatment".

10

Diagnostic testing is based on the identification and analysis of errors exhibited

by students. Analysis of such misconceptions can provide useful information
in evaluating instruction or instructional materials as well as specific
prescriptions for planning remediation for a student. Research in this area has
mainly been in mathematics education. According to Ronau (2006), "a mistake
is an incorrect response, whereas an error is a pattern of mistakes indicating
a misunderstanding of a mathematical operation or algorithm. It is believed
that a student's systematic errors, which are commonly known as "bugs" are
not random but rather are consistent modifications of the correct procedure.
The microcomputer has been used to provide a rapid analysis of errors and a
specification of the errors that a particular student is making.

A current application of computer-administered testing is in the presentation

of branching problem simulations. This method however, is not used widely in
educational settings but rather in medicine and other health-related fields in
professional licensing and certification testing Christine (2011).

2.2

ADVANTAGES OF COMPUTERIZED TESTING

The potential benefits of administering conventional tests by computer ranges

from opportunities to individualize assessment, to increases in the efficiency
and economy with which information can be manipulated. Several of these
advantages offered by computerized test administration over printed test
administration have been described by Ward (2004), Fletcher & Collins (2006),
and Wise & Plake (2009). Much of educational testing has traditionally been
managed on a mass production basis. Logistical considerations have dictated
that all examinees be tested at one time. The computer as test administrator
offers an opportunity for more flexible scheduling; examinees can take tests
individually at virtually any time. During testing, examinees can also be given

11

immediate feedback on the correctness of the response to each question.

Computer-based tests, and particularly computer adaptive tests, have been

shown to require less administration time than conventional tests. For
example, using achievement tests with third and sixth graders, Olsen et al
reported that the computerized adaptive tests required only one-fourth of the
testing time required by the paper-and-pencil administered tests, while the
computer-based tests required only half to three-quarters of the testing
required by the paper-and-pencil administered tests. Hence, when
computerized tests are used, students can spend more time engaged in other
instructional activities, and less time taking tests. Christine (2011)

Another advantage of computerized testing is the capability to present items

in new, and potentially more realistic ways (Wise & Plake, 2009). A printed test
has display limitations. While it can present text and line drawings with ease,
it cannot provide timing of item presentation, variable sequencing of visual
displays, animation or motion. The graphics and animation capabilities of
computers provide the possibility of presenting more realistically simulated
actions and dynamic events in testing situations. Assessment of science
process or problem-solving skills, in particular, are areas where this type of
application can be useful. Variables can be manipulated and the
corresponding outcomes portrayed as they are measured. What results is a
more accurate portrayal of situations that rely less heavily than conventional
assessment procedures on verbal understanding. For example, the change in
length of the shadow cast by a stick at various times of the day can be
observed. (Wise & Plake, 2009)

On a physics test, instead of using a completely worded text or a series of

static diagrams to present an item concerning motion, a high-resolution

12

graphic can be used to depict more clearly the motion in question. This should
represent a purer measure of the examinee's understanding of the motion
concept because it is less confounded with other skills such as reading level.
This implies a higher degree of validity for the computerized test item.
Computer-animated tests such as this, may have special applications with
students who have reading comprehension problems or difficulty translating
words into images. Printed tests may therefore not provide an accurate
measure of the true ability of the student. Christine (2011)

The elimination of answer sheets in computer-administered tests can eliminate

some traditional errors such as penciling in the answer to the wrong item
number, failing to erase an answer completely, and inadvertently skipping an
item in the test booklet but not on the answer sheet. By presenting only one
item per screen, the computer automatically matches responses with the item
number; examinees can also focus on one item at a time without being
distracted, confused, or intimidated by the numerous items per page for paper
tests. Computerized tests may therefore provide more accurate measures of
performance for students who have lower reading ability, lower attention span,
and higher distractibility. Moreover, convenient features for changing answers
can replace time-consuming erasing on printed answer sheets. Christine
(2011)

The administration of tests by computer also allows the collection of data about
examinee response styles. These include information such as which items are
skipped, how many answers are changed, and response latencies. The latter
may refer to the time it takes an examinee to answer an item; analysis time for
any complex drawing, graph, or table; reading time for each option; response
selection time, or response speed. Precise measurement of any of these
latencies is virtually impossible with paper-and-pencil tests. Christine (2011)

13

Other attractive features of computerized testing include more standardized

test administration conditions and immediacy of score reporting. Within a few
minutes after completing the test, the examinee or the test administrator can
receive a score report and prescriptive profile. There are no paper copies of
the tests or answer keys to be stolen, copied or otherwise misused. The
computer-administered test can include multiple levels of password and
security protection, to prevent unauthorized access to the testing materials,
item banks or answer keys. Christine (2011)

2.3

DISADVANTAGES OF COMPUTERIZED TESTING

Despite the many advantages associated with computer-administered tests,

potential problems exist as well. Use of the response entry device, whether
keyboard, touch screen, or mouse can introduce errors. Pressing a wrong key
in response to a question results in an error, and the validity of the individual's
results is compromised. The amount of printed text that can be shown on a
monitor screen can limit both the length of the question and possible
responses. The need for multiple computer screens to read lengthy
comprehension items might introduce a memory component into the construct
being measured (Bunderson et al, 2009).

Another problem involves the time lag between an individual's answer to an

item and the resulting response from the computer. Long time lags between
responses can result in negative user attitudes, anxiety and poor performance.
Another source of anxiety for individuals using a computer concerns their often
mistaken perception that the system will require an inordinate amount of
mathematical or computer skills to operate, or that the system can be easily
harmed if an error is made by the user (Samson, 2003). Anxiety and the
possible resulting negative impact on performance can occur as a result of
poor system design or inaccurate user perceptions or both. A further

14

shortcoming of computer-administered tests, especially in psycho-diagnostic

assessment, concerns the use of norms in the interpretation of test scores.
Most of the tests that are currently administered by computer were originally
developed for a traditional paper-and-pencil approach. Differences in mode of
administration may make paper-and-pencil norms inappropriate for computeradministered tests. (Samson, 2003)

There are also measurement problems associated with the use of computeradministered tests. These are related to item types, item contamination that
arises from certain test design strategies, and the non-equivalence of
comparison groups in item analyses (Sarvela & Noonan, 2008). With regard
to item type, difficulties arise when constructed-response items (such as fillins and short answers) as compared to selected-response items (for example
multiple-choice, matching and true/false) are developed for the computer. It
becomes almost impossible to program all the possible correct answers, when
considering alternative correct answers, wording, spacing and spelling errors.
A tremendous amount of programming is involved for even a partial subset of
all possible correct answers. There are psychometric implications as well.
Students could supply correct answers that simply are not recognized by the
computer; the result could be lower reliability and poorer discrimination
indices. Because of these reasons, computer-administered tests are mainly
restricted to multiple-choice items. Christine (2011)

Another psychometric issue in computer-administered testing is the problem

of item contamination if instructional design capabilities are incorporated. It is
then possible to allow students to preview test items, receive feedback on the
correctness of their answers while items are still being presented, or retake
items which were drawn randomly from an item pool. In this situation, items
which are dependent upon each other (for example, an item which requires

15

the student to use the result from item 3 to compute item 4) would be
contaminated if a student receives feedback after each item. Or, the correct
answer for one item could provide subtle clues to the correct answer on
another item. There are motivational concerns as well. If a student is
consistently answering items incorrectly, the negative feedback might be
detrimental to motivation on future items. Christine (2011)

Likewise, a series of correct-answer feedbacks can promote greater

motivation in future items. The problem is in the differential effects of item
feedback across high and low achieving students. One other contamination
problem results from the practice of selecting items randomly from an item
bank for a particular test. There is a possibility that a student may see the
same items on a second or third try. This problem is exacerbated when item
feedback is given. If item feedback is provided, subsequent attempts at tests
should contain new items. Christine (2011)

Furthermore, when test items are drawn randomly from an item pool, for a
given test different students may see different items or items presented in a
different order. Consequently, there is non-equivalence of comparison groups.
Unless the items administered to one student are equal in difficulty to items
that are presented to another student, it becomes extremely difficult to
compute item and test statistics (for example, total score, point bi-serial
coefficient, estimate of reliability). The problem is that there is no sensible total
score. With random item selection, a total test score is defensible for item
analysis only if every item is of equal difficulty and equal discrimination.
Christine (2011)

16

2.4

EFFECTS OF ADMINISTERING TESTS VIA COMPUTERS

2.4.1 SCORE EQUIVALENCE BETWEEN PAPER-AND-PENCIL AND

COMPUTER-ADMINISTERED TESTS
When a conventional paper-and-pencil test is transferred to a computer for
administration, the computer-administered version may appear to be an
alternate form of the original paper-and-pencil test. However, the scores
achieved with computer presentation may not necessarily be comparable to
those obtained with the conventional format, and empirical verification is
necessary before a claim of equivalent validity is justified. Even though the
content of the items is the same, mode of presentation could make a difference
in test-related behaviors, such as the propensity to guess, the facility with
which earlier items can be reconsidered, and the ease and speed of
responding (Greaud & Green, 2006). Duthie (2004, cited in Wilson, Genco, &
Yager, 2005) has suggested that there may be cognitive differences in the
manner in which a person approaches computer-administered and paper-andpencil testing tasks. The manipulation necessary for working with a computer,
and the stimulus value of the computer itself may alter the manner of cognitive
functioning exhibited by the test-taker. Wood (2004) and Duthie have both
noted that test performance may well be influenced by such seemingly minor
differences as the formatting of a microcomputer screen display.

One way to look at the issue of empirical validation of an equivalent form of a

test is from the point of parallel tests in classical test theory. Following from
the definition of parallel tests, the subtest and total test scores for a paper-andpencil test and its computer administered counterpart should yield equal
means, equal variances, and equal correlations with the scores on any other
criterion variable (Alex & Ben, 2009). If the scores from the computeradministered test version are intended to be interchangeable with scores

17

obtained by the paper-and-pencil test, then the two test versions can be
evaluated against the criteria for parallel tests.

Green et al (2004) have suggested some possible ways in which the

psychometric characteristics of tests might be altered when items are switched
from paper-and-pencil to computer administration. First, there may be an
overall mean shift resulting from a change in the difficulty of the test, with the
items being easier or harder. Tests of speed performance in particular, where
response time is a determining factor, would be expected to show an overall
mean shift, because the time to respond depends critically on the nature of the
response. Second, there could be an item-by-mode interaction. Some items
might change, others might not, or some might become harder, others easier.
This would be most likely to occur on tests with diagrams; the clarity of the
diagrams might be different on the screen. Items with many lines of text, such
as paragraph comprehension items, might also show this effect. Third, the
nature of the test-taking task might change. For example, students who are
more familiar with computers may perform somewhat better on the computeradministered version of the test than equally able students who are less
familiar with computers. As a result, the test may unintentionally measure
computer literacy along with the subject matter. Green et al (2004)

Several factors influencing the equivalence and psychometric properties of

tests from the two formats have been proposed. One variable that has been
used to explain medium effects or differences on examinee scores is the
differences in test-taking flexibility and amount of control (Spray, Ackerman,
Reckase & Carlson, 2009). This refers to whether examinees are allowed to
skip items and answer them later in the test, return to and review items already
answered, and change answers to items. If computerized versions of tests do
not provide these features and instead display individual items in a single-

18

pass, no-return mode, then this may result in differences in item

characteristics, such as the difficulty and discrimination indices. (Spray,
Ackerman, Reckase & Carlson, 2009).

Individual differences in test anxiety, computer anxiety and attitudes toward

computerized testing, and amount of previous computer experience have also
been hypothesized to affect the comparability of scores (Llabre et al, 2007). If
these variables differentially affect examinee performance to a significant
degree, then they may have implications for equity issues in testing. Other
factors that have been suggested to affect the equivalence of scores include
the difficulty of the test and the cognitive processes required by the test (Lee,
Moreno, & Sympson, 2006), as well as test structure (discrete items versus
sets of items based on a common reading passage or problem description),
item content (items containing graphics versus items containing only verbal
material), test timing (speed versus untimed tests), and item feedback on the
test performance (Mazzeo & Harvey, 2008).

2.4.2 TEST ANXIETY STUDIES

Although the primary determinant of examinee responses to items on cognitive
tests is knowledge or aptitude, other factors such as test anxiety have been
shown to be related to test performance. Dusek (2000) defines test anxiety as
"an unpleasant feeling or emotional state that has physiological and behavioral
concomitants, and that is experienced in formal testing or other evaluative
situations. Test anxiety is a special case of general anxiety and has been
conceptualized as a situation-specific anxiety trait. Two meanings of the term
anxiety can be distinguished: anxiety as a state and anxiety as a trait. The
state-trait model of anxiety set forth by Spielberger (2002) describes state and
trait anxiety as follows:

19

State anxiety (A-State) may be conceptualized as a transitory emotional state

or conditions of the human organism that varies in intensity and fluctuates over
time. This condition is characterized by subjective, consciously perceived
feelings of tension and apprehension, and activation of the autonomic nervous
system. Level of A-State should be high in circumstances that are perceived
by an individual to be threatening, irrespective of the objective danger; A-State
should be low in non-stressful situations, or in circumstances in which an
existing danger is not perceived as threatening. Spielberger (2002)

Trait anxiety (A-Trait) refers to relatively stable individual differences in anxiety

proneness, that is, to differences in the disposition to perceive a wide range of
stimulus situations as dangerous or threatening, and in the tendency to
respond to such threats with A-State reactions. Spielberger (2002)

Although test situations are stressful and evoke state anxiety (A-State)
reactions in most students, the magnitude of the A-State response will depend
on the student's perception of a particular test as personally threatening.
Individuals with high test anxiety generally perceive tests as more threatening
than low test-anxious individuals and respond with greater elevations in state
anxiety to the evaluative threat that is inherent in most test situations.
Spielberger (2002)

Correlational studies have shown that the performance of highly test-anxious

persons on complex tasks is deleteriously affected by evolutional stressors.
Individuals having high scores on measures of test anxiety tend to perform
relatively poorly on ability and achievement tests, when compared with low
anxiety scorers (Sarason, 2002). The generally accepted current explanation
of the negative effects of test anxiety is that they result from ineffective
cognitive strategies and attentional deficits that cause poor task performance

20

in evaluative situations. Children with low anxiety level appear to become

deeply involved in evaluative tasks but highly anxious children do not. Highly
anxious children seem to experience attentional blocks, extreme concern with
autonomic and emotional self-cues, and cognitive deficits such as
misinterpretation of information. The highly anxious child's attentional and
cognitive deficits are likely to interfere with both learning and responding in
evaluative situations and result in lowered performance. Wine (2001)
suggested an "attentional" interpretation of the debilitating effects of test
anxiety. She contends that, during examinations, highly test-anxious
individuals divide their attention between task requirements and task-irrelevant
cognitive activities, such as worry. These worry cognitions distract students
from task requirements and interfere with the effective use of their time,
thereby contributing to performance decrements. Wine (2001)

According to Wine, the highly test-anxious person responds to evaluative

testing conditions with ruminative, self-evaluative worry, and thus, cannot
direct adequate attention to task-relevant variables.

Sex differences in test anxiety have also been consistently obtained, with
females having higher levels of anxiety. Given the fact that research has
provided evidence of a negative relationship between test anxiety and test
performance, an important issue related to the use of computers in testing is
whether computer-administered testing will increase test anxiety and depress
test performance, particularly in examinees who are relatively unfamiliar with
computers. The results of this study also showed no evidence of interactions
between sex and state anxiety. Christine (2010)

A study by Ward era (2009), fifty college students were randomly assigned to
take an Education class exam either on computer or in the traditional paper-

21

and- pencil manner. Following testing, examinees were administered a

questionnaire designed to measure their test anxiety and attitudes towards
computerized testing. Results indicated no differences in test performance
(p>0.35) but a significant difference in anxiety level (p<0.025) with those tested
by computer having a higher anxiety level. The authors hypothesized that this
increase in anxiety might be attributable to the novelty of the computer testing
situation or the result of a fear of computers. The results also indicated a
negative attitude towards computer testing with 75% of the computer tested
group agreeing that computer testing was more difficult than traditional
methods. Ward era (2009),

Given the results reported in the preceding section, it appears that the added
test anxiety associated with computer-administered tests is an important
consideration in the evaluation of computerized testing. There is a need to
familiarize examinees with the technology used in testing prior to test
administration so that anxiety about computers does not increase examinee's
level of test anxiety. Ward era (2009),

2.4.3 COMPUTER ANXIETY STUDIES

As noted previously, individual differences in computer anxiety has been
hypothesized as a factor affecting the performance of an examinee on a
computer-based test. This hypothesis rests on the assumption that examinees
must feel comfortable with the computer and confident about their ability to
work with a computer before being able to use the computer effectively to take
a test. As anxiety towards using computers may influence the testing process,
such an affective reaction may therefore be an important factor in whether
computer-based testing becomes an accepted component of the evaluation of
a school system.

22

Computer anxiety is generally perceived as a situational manifestation of a

general anxiety construct, fitting into the category of anxiety state rather than
anxiety trait. Raub (2001, cited in Cambre and Cook, 2005) defined computer
anxiety as "the complex emotional reactions that are evoked in individuals who
interpret computers as personally threatening."

Simonson,

Maurer,

Montag-Torardi, & Whitaker (2007) described it as "the fear or apprehension

felt by individuals when they used computers, or when they considered the
possibility of computer utilization." Manifestations of computer anxiety may
thus be triggered by consideration of the implications of utilizing computer
technology by planning to interact with a computer, or by actually interacting
with a computer.

Factors such as gender and prior computer experience have been identified
as being related to computer anxiety. A review of previous research reveals
several studies designed to determine sex-related differences in computer
anxiety and attitudes. While Loyd and Gressard (2004) found no difference in
computer anxiety levels for males and females in a sample of high school and
college students, Chen (2006) on the other hand, found significant sex-related
differences, with high school males being less anxious and holding more
positive attitudes of interest in and confidence with computers than did
females. Differences in computer attitudes such as interest, liking and
confidence were also obtained in investigations by Levin and Gordan (2009),
and Popovich et al (2007) with males holding more positive attitudes.

The amount of experience with computers is also a significant factor in

computer anxiety because anxiety is produced in part, by a lack of familiarity
with computer use. In fact, a major finding of the study by Levin and Gordan
(2009) suggested that prior computer exposure has a stronger influence on
attitudes than does gender. Students with little or no computer experience

23

were significantly more anxious about computers than those with more
experience.

This finding is supported by Loyd and Gressard (2004) who found that
although students' attitudes towards computers were not dependent on sex,
they were affected by the amount of computer experience, with more
experience related to decreased anxiety and increased positive attitudes.
Manifestations of computer experience could be having access to a computer
at home, participating in computer-related courses, playing computer games
or knowing how to work with computers. Students who have a computer at
home tend to have lower computer anxiety than those who do not. Boys are
also more likely to have used computers more frequently at both home and
school, as well as in informal settings (Chen, 2006). Perhaps because of this,
they are often found to be less anxious about using computers and more selfconfident about their abilities with computers.

Since computer anxiety might negatively affect one's performance, this

variable was hypothesized to exacerbate score differences between
computer-administered and paper-and-pencil testing modes. Contrary to
expectations, it was found that computer-anxious examinees did not have
significant score differences between computer-based and conventional tests.
A possible explanation of this unexpected finding may be that if the demands
made on the examinee by the computerized mode of testing are not too
complex and the tasks kept simple, any computer anxiety felt by the examinee
may not lower test performance significantly. Earlier research by Denny
(2006), however, showed anxiety to be related to poorer performance on a
computerized test. As the results of the studies on the relationship between
computer anxiety and test performance are mixed and inconclusive, further
research in this area is warranted.

24

2.4.4 EFFECTS OF COMPUTER EXPERIENCE ON COMPUTERIZED

TEST PERFORMANCE
Another individual difference variable, the amount of previous computer
experience has also been hypothesized to have an effect on computerized test
performance. Inexperience and unfamiliarity with computers may increase
anxiety and interfere with test-taking. If this were the case, then computerized
testing may discriminate against examinees who have not worked with
computers prior to testing. Those who have more past experience with
computers would then be at an advantage when taking a computerized test.
Thus individual differences in terms of past access to computers may be an
important issue in computer-based testing. Christine (2010)

Previous research has shown that the amount of computer experience can
influence test performance on computer-based tests, with less experience
being associated with lower test scores. Johnson and White used a between
subjects design to compare computerized test scores of a sample of elderly
subjects who had prior training on the computer with the scores of those who
did not have prior training Christine (2010). They found that increased training
on the computer prior to testing significantly enhanced the test scores of their
examinees. The authors attributed the improvement in scores to the
amelioration of anxiety by the training. Lee's study investigated the
performance on a computerized arithmetic reasoning test with a sample of
college undergraduates. While past computer experience was a significant
factor affecting test performance, the findings showed that there was not a
significant difference between "low experience" and "high experience"
persons, indicating that minimal work with computers may be sufficient to
prepare a person for computerized testing. Furthermore, it was also found that
those whose computer experience involved computerized games only,

25

performed significantly worse than the other two groups, indicating that
computerized games did not provide the same training with computers as work
tasks. Christine (2010)

Contrary to the above findings, the results of three other studies showed that
lack of experience with using computers did not have an adverse effect on
examinee performance on a computer-based test. The subjects in the sample
pool in these three separate studies by Eaves & Smith (2006), Plumly & Ray
(2009), and Wise et al (2009) were all college students. There are some
plausible reasons why contradictory findings were obtained.

First, age may play a part in the ability of examinees to respond equally to the
two media used in the studies, namely computerized and traditional paperand-pencil tests. It would seem reasonable to assume that college students
would be more likely than elderly examinees to adapt to the novelty of using
computers in testing. Second, the response demands placed on the subjects
for the tests in the latter three studies might have been simple enough that an
examinee with little or no prior computer experience would not be
disadvantaged by the computerized test-taking procedures. Wise et al (2009)

2.4.5 EXAMINEES' REACTIONS TO COMPUTERIZED TESTING

To date, there has been little research regarding students' reactions to
computerized

testing.

The

research

literature

on

attitudes

toward

computerized assessment has primarily focused on the reactions of

examinees in the clinical and psycho-diagnostic realm. However, a few
researchers have investigated the reactions of examinees toward aptitude and
achievement tests. In these studies the reactions of the test-takers were
generally favourable. Christine (2010)

26

In the study by Gwinn & Beal (2008), 70% of the university students who took
an anatomy and physiology test had a decided preference for computer testing
over paper-and-pencil tests, about 7% disliked it, and the remainder found it
made little difference. This sample of students had very little prior experience
with the use of computers. A greater preference for online computer testing
was also found by Moe and Johnson (2008) who investigated the reactions of
Grade 8 to 12 students on a standardized aptitude test battery. Gwinn & Beal
(2008)

Overall reactions to the computerized test were overwhelmingly positive; 91%

of the subjects indicated they would choose a computerized test. Nearly half
of the students reported that they experienced no problems during the
computerized test. Of those who did report trouble, the major difficulty was
with the computer screen; 63% said their eyes got tired, 39% indicated that
the screen was too bright, and 27.6% were disturbed by the glare on the
screen. Most students (88.5%) however, said they had no difficulty with using
the keys. When asked for the "worst things" about the test, the two most
serious complaints were glare and the lack of opportunity to review answers.
The most common response for the "best things" about the computerized test
was the ease of answering. Other popular responses were that the test
seemed faster, and that the computerized test was "fun". Moe and Johnson
(2008)

Fletcher and Collins (2006) conducted a survey on university students taking

a Biology test for their relative preferences for the two forms of the tests. The
most often cited criticisms about computerized tests were the inability to skip
questions and answer them later, and the inability to review answers at the
end of the test and make changes. Furthermore, with such constraints,
examinees could not get hints for responses from other questions. Despite

27

these criticisms, most of the respondents preferred the computer-administered

test, and cited the immediacy of scoring, increased speed of test-taking and
immediate feedback on incorrect answers as the major advantages. Fletcher
and Collins (2006)

While the above studies reported generally positive attitudes toward

computerized tests, the college examinees in the study by Ward era (2009)
exhibited a negative attitude toward computer-based testing. Seventy-five
percent of the computer tested group agreed that computer testing was more
difficult than traditional methods.

28

CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY

3.0

INTRODUCTION

This chapter is concerned with the various procedures and methods involved
in the collection and analysis of data, therefore information is supplied on the
research design, population, sample and sampling techniques, instruments,
validity and reliability of the instruments and procedures for data collection and
analysis.

3.1

RESEARCH DESIGN

According to Durojaiye (1994), research design or approach is describe as the

plan structure, strategy and layout of investigation conceived in order to obtain
solution to the questions or assumptions. Therefore descriptive survey is most
desirable for this study because it focus on students perception and it was
designed to determine the nature of situation The impact of computer based
text on secondary school students in Lagos State as it exist as at the period
of investigation.

3.2

RESEARCH POPULATION

Research population, according to Awolola (2001), indicates the delimitations

of group to which the information is meant to be applicable. Also Adaralegbe
(1990), Daramola (1991) and Adan (1991), refer to population as the boundary
that stipulate who shall be involved in a research.
In order to make a reliable investigation, the targeted population used was all
teachers in some select secondary schools in Agege Local Government Area
of Lagos State.

29

3.3

SAMPLE AND SAMPLING TECHNIQUES

The sample of this investigation consist of 100 correspondents selected from

five schools in the local education district mention above. The sample schools
were drawn from the entire local district using the simple random sampling
technique which appear most effective to select groups of respondents with
respect to the two gender (i.e. male and female) without biases. Hence, a total
of twenty (20) respondents from each schools were randomly selected for one
sample of this study. The sample schools include:
1. Lagooz College, Orile Agege, Lagos State.
2. A&T Schools, Tabon Tabon, Agege Lagos.
3. Fitjoy Secondary School, Agege Lagos
4. Cleverland Schools, Agege, Lagos
5. Lagos Baptist Secondary School, Agege Lagos

3.4

RESEARCH INSTRUMENT

Questionnaire is the man research instrument use to collect information from

the respondents. The design of the questionnaire was based on the formulated
hypothesis. The questionnaire enabled the researcher to take the appropriate
analysis from the responses of the respondents.

The questionnaire was developed after due consultation with the project
supervisor, it consist of two main section A and Section B, A comprises of
personal information about the respondents such as; Name, Sex, Age, Marital
Status, Educational qualification and Year of experience, while section B is
subdivided into parts according to the problems, (The impact of computer
based text on senior secondary school students in Lagos State). The
questionnaire was structured on a four (4) Liker scale structure, expressed as;

30

A = Agreed

SA = Strongly Agreed

D = Disagreed

SD = Strongly Disagreed

3.5

VALIDITY OF THE INTRUMENT

The instrument was validated by the project supervisor and other experts in
the department for proper corrections and modifications, so determine the face
validity of the instrument and also to remove absurdity. The comment and
observations were incorporated to fashion out a new draft.

3.6

RELIABILITY OF THE INSTRUMENT

This is the consistency between the independent measurements of the same

phenomenon. It is concerned about how consistent the results obtained in the
instrument are. Thus, the reliability of the text instrument was also critically
retrieved and analyzed by explaining the consistency of the measurement
overtime, and its consistency between two similar measurements, test contest
method with similar pilot studies were administered on the same population
for two weeks interval was adopted. The responses were scored and Pearson
moment correlation coefficient was employed to determine the rehabilitee
index. A value of 0.74 was obtained as the rehabilitee coefficient which shows
that the instrument is highly reliable.

3.7

PROCEDURE FFOR DATA COLLECTION

Permission was obtained from relevant school officials to administer the

validated questionnaire, the respondents were given sufficient time to supply
the information on the questionnaire and maximum cooperation was received
from the respondents. A coordinator was selected in each of the sample
schools and they assisted in the distribution and collection of the
questionnaire. All the questionnaire were dully filled and returned back
immediately.

31

3.8

PROCEDURE FOR DATA ANALYSIS

In analyzing the data for this study, simple percentage was used to analyze
the personal information of the respondents, whereas Chi-square(X2)
statistical analysis was used to test the entire hypothesis.
Due to the fact that the questionnaire was divided into two sections, the Chisquare was used because it enables the researcher to know the relationship
between the variables tested in the study. The simple percentage enabled
researcher to know the variables tested in the study. The simple percentage
enabled researcher to know the relative importance of various items used for
the analysis, the responses from the data collected and the hypothesis that
were tested at 0.05 level of significance.
X2c =

( )

Where,
O = Observed frequency
E = Expected frequency
= Summation
X2c = Chi-square calculated

32

CHAPTER FOUR
PRESENTATION OF RESULT DATA ANALYSIS AND INTERPRETATION

4.0

INTRODUCTION

This chapter embodies the results of the finding. It reveals the analysis of the
data collected through the questionnaire. A total one hundred (100) copies of
questionnaire were distributed to the teachers of the five (5) randomly selected
secondary school in Agege Local Government Educational District in Lagos
State. Simple percentage was used in analyzing the personal data, while Chisquare(X2) was being employed in analyzed the data collected based on the
questionnaire. All data analysis was done and the entire hypotheses were
tested at 0.05 level of significance.

However, the table representing the distribution of respondents by school, sex,

age, etc. show frequency counts and percentage as presented below;

4.1

PERSONAL DATA PRESENTATION TABLE

4.1.1 DISTRIBUTION OF RESPONDENTS BASED ON SCHOOL

S/N

SCHOOLS

NO OF RESPONDENTS

Lagooz College, Orile Agege, Lagos

20

A&TCollege, Tabon Tabon Agege, Lagos 20

Fitjoy Secondary School, Agege, Lagos

20

Cleverland Schools, Agege Lagos

20

Lagos Baptist Secondary School, Agege

Lagos
TOTAL

20
100

From the above table, 20 teachers were sampled from Lagooz College, 20
teachers were sampled from A&T College, 20 teachers were sampled from
Fitjoy Secondary School, 20 teachers were sampled from Cleverland Schools,

33

and 20 teachers were sampled from Lagos Baptist Secondary School. Making
a total of 100 teachers sampled in all schools during the survey of the study.

4.1.2 DISTRIBUTION OF RESPONDENTS BASED ON GENDER

GENDER

NO OF RESPONDENTS

PERCENTAGE (%)

MALE

47

47%

FEMALE

53

53%

TOTAL

100

100%

The table above represents the distribution based on gender, it implies that
47% of the respondents were male, while 53% of the respondents were
female.

4.1.3 DISTRIBUTION OF RESPONDENTS BY AGE

AGES

NO OF RESPONDENTS

PERCENTAGE (%)

Below 25 years

30

30%

25 35 years

50

50%

35 years and above

20

20%

TOTAL

100

100%

The above table represents the distribution of respondents by age; it shows

that 30% of the respondents were below 25 years, 50% of the respondents
falls within the age bracket of 25 35 years while 20% of the respondents
were 35 years and above.

4.1.4 MARITAL STATUS DISTRIBUTION TABLE

MARITAL STATUS

FREQUENCY

PERCENTAGE (%)

SINGLE

49

49%

MARRIED

51

51%

TOTAL

100

100%

34

The above table show that 49 respondents were single, and 51 respondents
were married. This implies that 49% of the respondents were single, while 51%
of the respondents were married.

4.1.5 EDUCATIONAL QUALIFICATION DISTRIBUTION TABLE

EDUCATIONAL

FREQUENCY

PERCENTAGE (%)

WASSCE/GCE

0%

NCE

38

38%

NHD

7%

B.SC ED./B.ED

52

52%

M.ED/SC.

3%

TOTAL

100

100%

QUALIFICATION

From the above table, 38% of the respondents have NCE qualification, 7%
have qualification in HND, and 52% of the respondents has certificate in B.Sc.
/B.Ed. while 3% of the respondents were certified with M.Ed. /Sc.

4.1.6 DISTRIBUTION

OF

RESPONDENTS

BASED

ON

YEAR

OF

EXPERIENCE
YEAR OF

FREQUENCY

PERCENTAGE (%)

0 5 years

33

33%

6 10 years

32

32%

11 15 years

21

21%

16 years and above

14

14%

TOTAL

100

100%

EXPERIENCE

The table above shows the distribution of respondents based on year of

experience, it reveals that 33% of the respondents have been in teaching line

35

between 0 -5 years, 32 % of the respondents have been teaching for the period
of 6 11 years, 21% of the respondents had taught for 11 15 years, while
14% of the respondents have been I teaching line for over 16 years and above.

4.2

DATA ANALYSIS

HYPOTHESIS ONE
In order to validate the hypothesis which says there is no significant difference
among the secondary school students that uses CBT and students that does
not.
Table 4.2.1 Showing summary of the chisquare(x2) based on the
computation.
ITEM

FAVOURABLE

UNFAVOURABLE
TOTAL

S/N

SA

SD

SD

50

20

15

15

100

20

35

25

20

100

20

40

15

25

100

45

15

25

15

100

30

20

25

25

100

TOTAL

165

130

105

100

500

SL

DF

X2CAL

X2TAB

DECISION

0.05

10.46

9.488

Rejected

From the above computation, it is observed that the X2 tabulated value (x2 t),
which is 9.488 with df of 4 at 0.05 level of significance is lesser than X 2
calculated value (X2c) 10.46. Therefore, the null hypothesis is rejected. Thus,
the alternative hypothesis which says there is significant difference between
among the secondary school students that uses CBT and students that does
not will be upheld.

36

HYPOTHESIS TWO
There will be no significant difference among paper pencil test (PPT) and
computer based test (CBT)
Table 4.2.2 Showing summary of the chisquare(x2) based on the
computation.
ITEM

FAVOURABLE

UNFAVOURABLE
TOTAL

S/N

SA

SD

SD

20

15

35

30

100

15

25

40

20

100

10

15

45

30

100

15

50

30

100

10

25

20

35

20

100

TOTAL

75

90

205

130

500

SL

DF

X2CAL

X2TAB

DECISION

0.05

19.44

9.488

Rejected

The computation above shows that the chi-square calculated value (x2c) of
19.44, is greater than the chi-square critical value (X2t) 9.488 at (0.05, 4) level
of significance. Therefore, the null hypothesis is rejected and the alternative
hypothesis is accepted. Thus, there will be significant difference between
paper pencil test (PPT) and computer based test (CBT).

HYPOTHESIS THREE
There will be no significant challenges on the use of computer - based test
(CBT) in Nigeria.

37

Table 4.2.3 Showing summary of the chisquare(x2) based on the

computation.
ITEM

FAVOURABLE

UNFAVOURABLE
TOTAL

S/N

SA

SD

SD

11

60

14

16

10

100

12

25

31

29

15

100

13

25

10

50

15

100

14

45

20

15

20

100

15

50

25

10

15

100

TOTAL

205

100

120

75

500

SL

DF

X2CAL

X2TAB

DECISION

0.05

45.47

9.488

Rejected

The computation above shows that the chi-square calculated value (X2c) is
45.47, which is greater than the chi-square tabulated value (0.05, 4), which is
9.488. Therefore, the null hypothesis is rejected and the alternative hypothesis
is accepted. Thus, there will be significant challenges on the use of computer
based test in Nigeria.

4.3

DISCUSSION OF FINDINGS

This study revealed that ICT facilities such as computer, projectors, electronic
notice boards, internet filmstrips were not available in secondary schools. This
could be as a result of inadequate funding of the schools by the government.
This finding has grave consequences on the resourcefulness of the teachers.
Even if these teachers are willing to learn and use ICT in their, the nonavailable of the facilities will hinder them.

The study also revealed that teachers and students were to a little extent
exposed to the use of ICT. This is a pointer to the low level of application in
the teaching-learning in secondary schools. The implication is that most of the
teachers are still fond of the old method of chalk and talk, the practice which
will make them lag behind in the world of ICT.

38

It was also revealed that the perceived benefits of using ICT in schools include
making

teaching-learning

interesting;

helping

the

distance

learning

programme; help teachers to be up-to-date; enhancing quality of work by both

teachers and students. This finding might not be unconnected with the fact
that the teachers know the importance inherent in the use of ICT in the
teaching and learning.

This finding corroborates Kwache (2007) who submitted that the application of
ICT makes institutions more efficient and productive, enhance and facilitate
pedagogical activities. Similarly, Ayeni (2007) posited that the fact that ICT is
accurate, fact and reliable and has the capacity to store and disseminate large
information within the shortest periods, makes it a veritable and indispensable
instrument for distance education programme.

The study revealed that irregular power supply is major challenge facing the
application of ICT in secondary schools in the country. The epileptic power
supply is a national phenomenon that has a detrimental effect on all sectors of
the economy. This can also be attributed to low level of funding in the school
system. If schools are well funded, the management of the school can always
make provision for alternative power supply in the schools. This finding support
Yusuf (2005) and Ofodu (2007) who submitted that irregular power supply in
the country is a major obstacle to the usage of ICT in all spheres of the
economy.

The study showed that most schools in the sampled areas lack computer
literate teachers. The lack of computer literate might not be unconnected with
the non-inclusion of ICT in teacher training programmes in school curriculum
at all levels of education in Nigeria. This finding is in support of Kwache (2007),

39

Dabesaki (2005) and Oyebanji (2003) who submitted that lack of skilled
manpower to manager available system and facilities for ICT hinders its use
in schools. Kwache (2007) remarked the most institutions lack computer
literate teachers and ICT experts that would support and manage the internet
connectively and / or application of computing in the teaching learning
process.

Other problems facing the application of ICT in secondary schools include

inadequate facilities, high cost, reluctance to adapt to use of ICT in teacher
learning. This finding also corroborates that of Akubuilo (2007).

40

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1

SUMMARY OF THE STUDY

During the course of the research, adequate and relevant data were collected
through the use of questionnaire with the assistance of the supervisor in order
to carry out the investigation. The copies of the questionnaire were distributed
to teachers in five randomly selected secondary schools in Agege Local
Government Area of Lagos state, to measure students attitude towards the
adoption of computer based test in senior secondary schools. The
respondents however, supplied the information to the best of their knowledge;
this made it possible for the researcher to analyze the data as supplied in
chapter four of this project.

The research was successfully carried out through the formulated and tested
of three hypotheses. It shows that computer based test has the potential of
eradicating examination malpractice in Nigeria and also help to boost their
learning outcomes. However, computer based test offers chances to redefine
how examination is design and conducted in the classroom, bringing teachers
and students closed and making use of various technologies that manifest the
society.

In the hypothesis it shows that computer based test cannot be rejected in this
modern age i.e. both teachers and students are to be involved in the use of
computer for their educational purposes as well as academic pursuit.
Resistance in the use of computer in teaching and learning process may take
shape in different forms but it is important to envision computer based exam
as a way to enhance, not substitute the traditional paper to pencil method of
examining the students.

41

5.2

CONCLUSION

The finding of this study has shown that Nigeria secondary schools are lagging
behind in the level of application of ICT in the teaching- learning process. The
ICT facilities are lacking in schools, the capacity for using ICT by both teachers
and students is also very low.

Despite the perceived benefits in the use of ICT in school, there are a lot of
factors inhibiting the successful application of ICT in secondary schools. In
order to fit into the new scientific order, it is necessary for Nigerian institutions
and individuals alike to develop a society and culture that places a high value
on

information

and

communication

technology.

The

following

recommendations are therefore made.

Experience has shown that examination malpractices have been the bane of
Nigerias education system as both parents and teachers assists students in
the task of this crime. This ugly state of affairs has continually robbed-off on
both the standard and out-come of education in the country leading to a
widespread call for a total overhaul and sanitization of the entire educational
system. As a result, the call for the adoption of the electronic/computer-based
tests is a right step in the right direction. However, the process requires an
appreciable level of strategies to enable students/candidates meet the
challenges posed by CBT.

Nonetheless, no human activity goes without its teething problems but

consistency brings about success. Best practice experiences revealed some
level of success after initial challenges. However, Nigeria would find the
utilization of CBT worthwhile. This will not only reduce malpractices but would
ensure prompt or timely release of examination results. It will also ensure that

42

students take their studies seriously and discard the idea of planning for
malpractices.

5.3

RECOMMENDATIONS

Based on the findings of the study, the following recommendations are made:
I.

Government in partnership with organizations should strive to equip the

schools with adequate ICT facilities.

II.

Government and school authority should reward any teacher and

students who tries his/her hands on innovation ideas.

III.

Needs analysis should be employed whenever teachers are being sent

for training so that maximum benefits can be derived from such training
programmes.

IV.

The government should increase funding for the entire educational

sector with emphasis on ICT this will help improve the level of ICT
facilities in the schools.

V.

There should also be continuous and periodic training of teachers on

computer and ICT skills acquisition.

This will help provide them with practical and functional knowledge of the
computer, the internet and associated areas of ICT with the hope of integrating
it with instructional methods of teaching and learning.

43

REFERENCE
Akpa GO, Ayeni AO, Adedeji SO (eds) Access, equity and quality in higher
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