THE CHALLENGES AND STATISTICAL IMPLICATION OF COMPUTER BASED TESTING (JAMB) ON NIGERIAN STUDENTS; THE NEED TO IMPLEMENT COMPUTER ASSISTED LEARNING
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THE
CHALLENGES AND STATISTICAL IMPLICATION OF COMPUTER BASED TESTING (JAMB) ON
NIGERIAN STUDENTS; THE NEED TO IMPLEMENT COMPUTER ASSISTED LEARNING
ABSTRACT
CBT has been
seen as an alternative to the unmanageable population of undergraduate students
in Nigerian universities. This notwithstanding, the peculiar nature of some
courses hinders its total implementation. This study was conducted to
investigate the challenges and statistical implication of CBT for undergraduate
in Universities. To this end, it examined the potential for using student
feedback in the validation of assessment. A convenience sample of 120 students
who had taken test on CBT was surveyed and questionnaire was used for data
collection. Data analysis demonstrated an auspicious characteristics of the
target context for the CBT implementation as majority (95.8%) of students said
they were competent with the use of computers and 75% saying their computer
anxiety was only mild or low but notwithstanding they have not fully accepted the
testing mode with only 29.2% in favor of it, due to the impaired validity of
the test administration which they reported as being many erroneous chemical
formulas, equations and structures in the test items even though they have
nonetheless identified the achieved success the testing has made such as
immediate scoring, fastness and transparency in marking. As quality of designed
items improves and sufficient time is allotted according to the test
difficulty, the test experience will become favorable for students and
subsequently CBT will gain its validation in this particular context.
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