TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
Background
to the Study
Statement of the Problem
Purpose
of the Study
Research Questions
Scope of the Study
Clarification of Major Terms and
Variables
Significance of the Study
CHAPTER TWO
REVIEW OF RELATED
LITERATURE
Evaluation
and Students Learning
Meaning
and Types of Computer-Based Test
Pre-Service Teachers’Perception of
Computer-Based Test
Pre-Service Teachers’ Attitude towards
Computer-Based Test
Appraisal of
Reviewed Literature
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
Population, Sample and Sampling
Techniques
Instrumentation
Procedure for Data Collection
Data Analysis Techniques
CHAPTER FOUR
DATA ANALYSES AND RESULTS
Respondents
Demographic Data
Summary of Finding
CHAPTER FIVE
DISCUSSION,
CONCLUSIONS AND RECOMMENDATIONS
Discussion of the
Findings
Conclusion
Recommendations
Suggestions for
Further Studies
APPENDIX
CHAPTER
ONE
INTRODUCTION
Background to the Study
A
systematic collection of information for use in judging the worth of a
programme, product, procedure, or objective; or the potential utility of
alternative approaches designed to attain specific objectives (Joshua, 2004). Evaluation of
teaching and learning in the Nigerian educational system consisted,
essentially, of tests and examinations often conducted by teachers or
instructors, examining bodies or government departments. Evaluation of teaching
and learning is an internal arrangement by which teachers in different
institutions set and used their own examinations to assess the progress of
their students (Owolabi, 2004).
According to Onuka (2006), there are two main types of evaluation
namely: formative and summative
evaluation. Formative evaluation
is undertaken during the developmental stage of a programme or during
the teaching and learning process. Obemeata (2005) also concluded that it is
for the purpose of guiding and assisting a programme or learning to achieve its
objective. Onasanya (2005) agrees that it guides and aids development and
implementation of a programme. It also provides feedback on individual or group
through testing.
Test
consists of a set of uniform questions or tasks to which a student is to
respond independently and the result of which can be treated in such a way as
to provide a quantitative comparison of the performance in different students (Obinne, 2011). Test is a fundamental
part of the teaching and learning process that is used not only as a basis for
ranking students at the end of the teaching and learning process but also to
guide teaching as well as aid the development of functional curriculum
(Nkemakolam, 2003).
Test has
been gaining an increasing awareness in almost all sector of the economy. Test
is a very important aspect in the educational sector. Teachers, parents,
counsellors and school administrators are all involved in the decision making
processes which normally involve test. It is an instrument to make judgments
and assessment of teaching and learning. It has been across cultures. It is
also a screening instrument in every organization. Test is as important, in the
education process as food, cloth and shelter is to life (Claussen&Aasland,
1993). In schools, test is used to measure what learners have learnt at the end
of a unit. It is to promote students, to ensure they have met the required
standards on their way towards certified for school completion, or to enter
certain occupations, or as a method for selecting students for entry into
tertiary institutions (Research, Innovation and Policy, 2008).
Test is
an important aspect of education system.
It covers all the processes in the education sector. It enables
educators, lecturers, administrators, policy makers and the community to have
an idea of what is missing and what is available (Osman, 2010). Test may be
administered formally or informally (wikipedia). According to osman (2010),
test can be conducted at the end of an instructional cycle, semester, term or
unit. Such a test is for the purpose of determining the degree to which
objectives (formal or informal) have been achieved, be the instructional or
programme objectives. Nitko and Brookhart (2007) conclude that students view
test as a way of informing them of their progress. A test also identifies the
learning areas that need improvement. Students who get feedback through test
regularly are better motivated to learn as they feel more involved in their own
learning. Therefore, feedback from test guides improvement of student learning
as well as contributes to student motivation.
The two
major ways of administering a test are: the Paper-based test and Computer based
test which are often a matter of personal preference, personality, and
familiarity with the testing method. Paper-based and computer- based tests have
been a focus of research years back based on the technology available (Baumer,
Roded and Gafni, 2009).
Computer-based test (CBT) has gained popularity since 1999, as a
means of testing, with large-scale professional examinations such as the United
States Medical Licensing Examination (USMLE). CBT has been used in
Nigeria for post University Matriculation Examination and internal exams in
Nigerian Universities like the University of Ilorin, the Federal University of
Technology, Akure and the Federal University of Technology, Minna ( Erle CH,
Benjamin,Einar& Raymond, 2006).
Computer-Based Test has been established to be a useful
assessment tool for under- and postgraduate assessments, as well as for the
assessment of physicians competence (Erle
et.al.2006). Chalmers (2011) sees Computer-Based
test as a test that can be used in a supervised or
non-supervised environment. it allows students to check their own progress
through self-assessment. It can also be used for testing lower-order skills
(such as knowledge, understanding and application). With consideration, however
it can also be used for testing higher-order skills so as to improve students'
analysis, synthesis and evaluation skills. Computer-based
tests have the ability to automate a very time
consuming task, marking and monitoring progress.
Some key
reasons for using computer-based test are to increase the frequency of
assessment; motivating students to learn and encouraging skills practice, to
broaden the range of knowledge assessed; to increase feedback to students and
lecturers; and, to extend the range of assessment methods. Increase in
objectivity, consistency and reduction in marking loads aid administrative
efficiency (Özden, Ertürk, and Sanli, 2004).
Computer-based
test is increasing its usage for reasons like entrance exams in education,
military training exams, certification exams by professional groups and
promotional exams in various stages of life. Lowry (2005) views a computer-based test as a way to increasingly
provide a quick method of marking summative assessments for large groups of
students.
Computer-based
test came into Nigeria education system through ETC (electronic test company).
The introduction of CBT enables educators and trainers to author, schedule and
deliver tests and exams. Their centres’ are located at: University of Ilorin in
Kwara State, Oba Akran Avenue Ikeja in Lagos, University of Lagos in Lagos,
University of Agriculture in Makurdi, Federal University of Technology in Minna,
University of Maidugiri in Borno, and University of Ibadan in Oyo
State. Additional centres are currently under construction all over
Nigeria with expectation to have up to 25,000 computers located in various
centres throughout the country (Oladipo, 2009).The era of computer-based test
came into existence because of the disadvantages of paper-based test. According
to Leland (2012), paper-based test dates back
to the development of the Army Alpha and Beta tests with the purpose of
screening recruits for mental competence.
The face of examinations in Nigeria is gradually
getting a new look due to the introduction of the computer based test (CBT)
system. CBT system has been used by a number of Nigerian universities to
conduct their POST UTME(Unified Tertiary
Matriculation Examination) for prospective students. It all started with
University of Ilorin and Covenant University some years ago. The system is
expected to heal the ills been faced by the traditional paper-pencil system
which have been long associated with inconsistency, fraud, poor delivery,
malpractice, insecurity, improper scoring candidates and so on. Students are also privileged to
access their results after examination. This has made the CBT system more
efficient in Nigerian universities (Nigeria Portal, 2009).
Perception
is a process by which organisms
interpret and organize sensation to produce a meaningful experience of the
world. Perception can be described as one’s ultimate experience of the
world (Microsoft Encarta, 2009).
Successful integration of technology into education has been requiring
stakeholders to have appropriate perceptions about test mode (Koksal, and
Yaman, 2009). Perception is basically to attach personal meanings to internal
and environmental inputs received through the senses and neural impulses
(Schunk, 2000). Personal meanings attached to any input are determinative
factors in processing of this input. Perception has been influenced by many
factors such as customs, habits, education and motivation (Thinkquest, 2007).
Technological developments have many effects on various aspects of education.
Successful integration of technology into higher institution is an important
aspect of education which can enhance the development of a nation. The
perception of the stakeholders has effect on integration of the technological equipment
(Cope and Ward, 2002).
Research on attitudes has a
very long tradition in the social sciences, and techniques relating to
assessment are becoming more sophisticated (Benninghaus 1976: Krebs and Schmidt
1993). Much effort has been made to refine questionnaires, scales and data
analysis. Besides simply getting to know attitude patterns and components of a population,
there is a rather implicit goal which lies behind these efforts (Neuman and
Robinson 2004). The wish to explain behaviour by attitudes has always been one
of the major desiderata in empirical research. Solving this problem also
addresses an issue of justification for social sciences: if behaviour is
influenced by attitudes, various ways to influence behaviour are open to
academicians, sociologists, professionals in human and behavioural sciences.
Getting to know general
attitude patterns towards the internet via a representative sample, one can
obtain knowledge beyond demographic characteristics about factors which might
hinder people from getting on-line. The measurement of attitudes is a
considerably more difficult problem than measuring the influence of
demographics on people’s internet and computer usage behaviour. Adjzen (1993)
defined attitude as follows “Attitude is an individual’s disposition to react
with a certain degree of favorableness or un-favorableness to an object,
behavior, person, institution, and event or to any discriminable aspect of the
individual’s world.” This definition points to a key element of attitudes: an
evaluative dimension. Using scale to evaluate attitudes is common way to obtain
information about respondent’s evaluations.
Furthermore, attitudes are
multidimensional in the sense that they include three components: a cognitive
and emotional and a behavioral component.
The cognitive component includes perceptions and knowledge of the
attitude object, typically represented via stereotypes. The emotional or
affective component represents feelings towards the attitude object and the
behavioral or cognitive component addresses questions of reacting towards the
attitude object. Through accepting this definition of attitudes, one employs a
multidimensional model of attitudes which can serve as a useful heuristic to
structure analysis and data measurement.As is often the case with heuristics,
in practice we find exceptions; for example the question whether attitudes are
really best represented by a tripartite model or whether it would be preferable
to construct a bipolar model (consisting of a cognitive and an affective
component only). This question becomes even more important as the cognitive
component is the most difficult to measure, when thinking about one-dimensional
and precise operationalization. Adjzen (1993) suggests using behavioural
intentions as an indicator for the cognitive component.
In measuring hypothetical
behavioural intentions, the problem becomes even more abstract and difficult
for respondents and there is wide discussion whether there should be reliance
on non-committal one moment measurements. According to commonly accepted
knowledge on attitudes Shelley, Peplau, and Taylor (1994) expect attitudes towards
internet and computer to be cognitively complex and evaluative simple.
Especially when people do not know exactly what the internet is all about, they
may have some basic feelings (good/bad) about it without many supporting
cognitions. Although there should be some kind of coherence between the three
attitude components, we also know that the relationship between them can be
rather complex. Attitudes can influence behaviour, but we also infer our
attitudes from our behaviour.
The interaction with a computer in the studies has
enhanced the motivation of the students and this could have compensated for
their performance. Based on this background, this study will therefore examine
the perception and attitude of pre-service Economics teachers’ towards the use of
CBT for assessment in University of Ilorin.
Statement
of the Problem
The new
technologies like computer do not replace traditional processes of test but
they do extend the possibilities of good test mode, communication and
perception (Wang, 2002; Wood, 2004). The use of computer for test has created a
chance for the comparison between paper-based and computer-based tests
(Franklin & Peat, 2002). McFadden,
Marsh, and Price (2001) conclude that computer can be a distraction from the
test-taking process. Survey conducted by Karadeneiz (2009) shows that students
did not prefer paper-based test due to the delay in the general feedback of
such test. Since 2011, Computer-based test has been put into use in the Belgian
Department of defence, to erase the use of paper- based tests which initially
was used.
Parshall,
Spray, Kalohn, and Davey (2002) observe that the disadvantages of
computer-based test lead many studies to suggest systematic studies to check
equivalence and comparability of paper-based test and computer-based test.
Alderson, (2000) posit that students need some degree of computer literacy in
order to avoid the mode effect on computer-based test. Johnson and Green (2004)
assert that the usages of the potentials of computer-based test need to match the
levels of validity and reliability of the paper-based test. Comparability of paper-based test and computer- based
test by K-12 researches generally reveal that paper and computer version of
multiple choice tests are comparable across grades and academic subjects (Paek
2005, Wang Jiao, Young, Brooks &Oslon, 2008).
Majority
of assessment taking place in schools is pen-and-paper based (Cowan &
Morrison, 2001). Most of the researches carried out on paper-based test and
computer-based test are majorly on the comparability of paper-based test and
computer- based; students’ perception of paper-based test and computer-based
test; evolution of computer based test lab (Moskal, Caldwell, and Ellis, 2009,Harmes, 1999). Demirci (2006)
opines that University Students' Perceptions
of Web-based vs. Paper-based Homework in a General Physics Course reveal that
there was no statistically significant difference in the means for
web-based individual homework and grouped paper- based homework system with
respect to physics-1 grade point average scores.
Olubiyi(2010)
carried out a research on perception of learners on electronic examinations in
open and distance learning institutions: a case study of national Open
University of Nigeria, he gathers that the difference in students’ perception
lies in reduction of examination malpractice, wide coverage of the scheme of
work, students’ academic performance, age factor to the use of IT, and
inadequate facilities. Hence, gender differences in paper-based and
computer-based test perception are inconclusive.
However,
perceptions and attitude of students on computer-based tests are different in
most of the studies known to the researcher. Owing to the fact that some
Universities in Nigeria has commenced with the use of computer-based test some
years before others started, there is a need to determine the perceptions and
attitude of pre service economics teachers in the university of Ilorin in terms
of usefulness and ease of use of CBT by surveying the perceptions and attitude
of pre service economics teachers in the university of Ilorin.
Purpose
of the Study
The general purpose of this study was to determine the pre
service Economics teachers’ perception and attitudes towards the use of
computer-based test for assessment in University of Ilorin. In this study, the researcher specifically investigated:
1.
Pre service Economics teachers’
perceived usefulness of Computer Based Tests in University of Ilorin.
2.
Pre service Economics teachers’
perceived ease of use of Computer Based Tests in University of Ilorin.
3.
Pre service Economics teachers’
attitude towards the use of Computer Based Tests in University of Ilorin.
Research
Questions
In this study, the following research questions were answered.
1.
How do pre service Economics
teachers’ perceived the usefulness of Computer Based Tests in University of
Ilorin?
2.
How do pre service Economics
teachers’ perceived the ease of use of Computer Based Tests in University of Ilorin?
3.
What is the attitude of Pre
service Economics teachers’ towards the use of Computer Based Tests in
University of Ilorin?
Scope of
the Study
This
research study was limited to university of Ilorin, Ilorin, Nigeria. The pre service Economics teachers’ of the institute of
Education of the University from contact II-V were selected for the study
purposively. Random sampling technique was used to select One Hundred
and Ten (110) students randomly across all the contact session. A researcher
designed questionnaire was used to get the perception of the students.
Percentage was used for the demographic table and Mean was used to answer the
research questions 1 to 3 raised.
Clarification
of Major Terms and Variables
This
following terms and variables are hereby clarified as used in this study.
Pre
service Economics Teachers: These are the Economics education sandwich
students from contact II to V that have been exposed to CBT
Test: an
evaluation mode that is done in Nigerian universities to evaluate students’
knowledge and skills for decision making. It is done either by the use of
computer based or paper based.
Computer-Based
Test: is a method of conducting test through
computer in which the students’ response are electronically marked and
recorded
Paper-Based
Test: is a method of assessing students in with the
use of paper and pencil which could be multiple choice or essay questions.
Perception:
This is the process of receiving, collecting
actions, views, and opinions and belief of computer-based test and paper-based
test in Nigerian universities.
Significance
of the Study
This
study would be significant in several ways for the improvement in the forms of
test, test facilities and test administration in tertiary institutions in
Nigeria. The outcome of this study would be of great benefit to students,
policy makers, organizations, curriculum planners, instructional software
developers, test developers, examination bodies, lecturers, institutional
administrators, government and professional organization.
The
study may serve as eye-openers to students on the advantages of computer-based
test and paper-based test in some of their courses. It would also help students
to understand their lecturers and the school administration stand on the use of
computer-based and paper-based tests.
The
study would also help Nigerian Universities in finding out the constraint in
the use of computer-based and paper-based tests for students. This study would
as well provide Nigerian Universities with an insight into the perception of
students on the use of both computer-based and paper-based tests. The outcome
of the study may also serve as a useful guide to Nigerian Universities
intending to adopt computer-based test.
Furthermore
the findings of this study would assist test developers on the forms of test to
use in assessing learners so as to be able to measure the skills and knowledge
the test is set to measure. It would also avail the test developers the
opportunity of finding out the advantages of computer-based and paper-based
tests. It might also assist them in improving on different ways of conducting
tests.
In
addition, lecturers of Nigerian Universities may find this study useful to them
by understanding their students’ perception of their mode of administering
tests. This study might as well enlighten lecturers on the uses of
computer-based test and paper-based test.
Examination
bodies like the West African Examination Council, the National Examination
Council and the Joint Admissions Matriculation Board may find the result of
this study useful to them during their policy formulation and implementation
with regards to test. The result of this study may prompt examination bodies in
Nigeria to use computer-based test. Examinations and professional bodies will
also benefit from this study by improving on their means of testing for mastery
and certification of student demonstration of their competence and knowledge
they have acquired. The findings of this study will serve as a feedback medium
for information technology service providers, software developers in order to
improve on their service provision based on the content of their software.
It would
similarly help educational policy makers to recommend through the Nigerian
University Commission the use of computer-based test and paper-based test for
examinations in Nigerian universities. It could encourage government funding
and as well make it a rule for university establishment. The outcome of this
study could also be beneficial to various professional bodies and trade unions
such as Evaluation bodies in Nigeria, Nigeria University Commission (NUC),
among others.
This
study may also help university administrators to make provisions for the
necessary and needed facilities like computers, universal power saver (ups),
and internet facilities in examination centers. This study would also help the
universities to train and develop stakeholders involved in examinations in
universities regularly in ICT skills. This study will also add to the existing
body of knowledge about computer-based test and paper-based test in higher
education in Nigeria.
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