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Stakeholders’ Perception of the Use of Computer Based Test (CBT) in Unified Tertiary Matriculation Examination (UTME)

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Stakeholders’ Perception of the Use of Computer Based Test (CBT) in Unified Tertiary Matriculation Examination (UTME).

ABSTRACT

The study examined the perception of stakeholders on the use of CBT in UTME in Nsukka Education zone of Enugu state. Six research questions and four hypotheses guided the study. Descriptive survey design was adopted for  the  study.

Six hundred and eighty respondents, consisting of 22 parents (represented by PTA chairpersons and secretaries), 199 teachers and 459 SS3 students were drawn from 11 schools in Nsukka education zone.

Simple random sampling was used to draw the schools, the intact classes, and teachers used for the study. All the PTA chairpersons and secretaries from the sampled schools were used for the study.

Mean and standard deviation were used to answer the research questions while 3-way Analysis of Variance was used to test the hypotheses.

The results of the study showed that: stakeholders have positive perception of the use of CBT in UTME; gender and location have no influence on stakeholders’ perception of the use of CBT in UTME. The implications of the above findings as well as recommendations were highlighted.

TABLE OF CONTENTS

Title Page i
Approval Page ii
Dedication iii
Acknowledgements iv
Table of Contents v
List of Tables vi
List of Figures vii
Abstract viii

CHAPTER ONE: INTRODUCTION 1

Background of the Study 1
Statement of Problem 13
Purpose of the Study 14
Significance of the Study 15
Scope of the Study 16
Research Questions 17
Hypotheses 17

CHAPTER TWO: REVIEW OF LITERATURE

19Conceptual Framework 20
Stakeholders in UTME 21
Concept of Test 23
Concept of Computer Based Test 29
Concept of Perception 41
Theoretical Framework 46
Constructivist Theory of Perception 46
Empirical Studies 48
Related Studies on Perception 48
Related Studies on CBT 50
Related Studies on Influence of Gender on Perception 55
Summary of Literature Review 57

CHAPTER THREE: RESEARCH METHOD 59

Design of the Study 59
Area of the Study 60
Population of the Study 60
Sample and Sampling Technique 61
Instrument for Data Collection 62
Validation of the Instrument 63
Reliability of the Instrument 63
Method of Data Collection 64
Method of Data Analysis 64

CHAPTER FOUR: RESULTS 65

Research Question One 65
Research Question Two 66
Research Question Three 67
Research Question Four 68
Research Question Five 69
Research Question Six 69
Hypothesis One 70
Hypothesis Two 72
Hypothesis Three 72
Hypothesis Four 73

CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY 75

Discussion of the Findings of the Study 75
Conclusion 77
Implication of the Study 78
Recommendations 79
Limitations 80
Suggestions for Further Studies 80
Summary of the Study 80
REFERENCES 83

INTRODUCTION

The importance of assessment in education cannot be over emphasized. It is essential not only to guide the development of individual students but also to monitor and continuously improve the quality of programs, inform prospective students and their parents and provide evidence of accountability to sponsors of education.

According to Nworgu (2014), “assessment refers to a systematic process of gathering data from a variety of sources in order to understand, describe and improve learning”.

Nworgu further stated that assessment can either be formative or  summative; it is formative when it is used to improve and support learning during the learning process and summative when it is used to understand  and describe learning.

Formative assessment is used to check for understanding during instruction and guide teacher’s decision making about future instruction. It also provides feedback to students so they can improve their performance.

REFERENCES

Aboderin, M. (2012, December 7). Planned adoption of computer-based  test   for UTME Stirs debate.  Retrieved  from http://www.punchng.com/education/planned-adoption-07-computer- based-test-for-utme-stirs-debate

Abubakar, A.S & Adebayo, F.O. (2014). Using computer based  test method for the conduct of examination in Nigeria: Prospects, challenges and strategies. Mediterranean Journal of Social Sciences, 5(2), 47 – 54.

Alderson, J.C. (1996). Computers in language testing. In G.N. Leech, & C.N. Candlin (Eds.), Computers in English language education and research. London: Longman, 99 – 110.

Alderson, J.C. (2000). Technology in testing: The present and the future. Retrieved from www.elsevier.com/locate/system

Amatareotubo, M. (2006). Post – UME Screening: Matters arising.  Retrieved from [email protected]k

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