21 Computer-Based Test (CBT), Innovative Assessment Of Learning: Prospects And Constraints Among Undergraduates In University Of Nigeria, Nsukka

Abstract

Computer based test (CBT) is an innovative education assessment of learning in Nigeria. Nevertheless, the myriad of challenges it faces in Nigerian Universities negates its desirability for usage. Hence, this study seeks to find out the perception of undergraduates about the prospects and constraints of using CBT in the University of Nigeria Nsukka. A case-study design using purposive sampling techniques consisting of four hundred and ninety-two (492) undergraduates were used for the study. The instrument for data collection was a questionnaire. Data were analysed using mean analysis. Findings indicate that CBT reduces examination malpractice and ensures secured data storage. Yet, weak network connection, poor power supply and computer illiteracy by students still pose as constraints in using CBT in the University of Nigeria Nsukka. Findings, therefore, indicate that computer-based test appears to hold a promising future for learning assessment in Nigeria, yet many constraints prevent its effectiveness in university examinations. Among others, recommendations were directed towards the need for improved network and power supply during CBT examinations in the university.

Keywords: Assessment of learning; Computer based test; Constraints; Nigeria; Prospects

Introduction

Recently, technology has had its way into different aspects of the human society including education. Thus, it has brought about tremendous change in different activities performed by man. In this 21st century, with the advent of Information, communication and technology (ICT), it has become imperative that different education activities be done using the new technology – ICT. However, the recent push in globalization has made Information and Communication Technology a very important aspect of human life. ICT has influenced virtually all parts of human society – medical, social, economic, and even education. The recent integration of ICT into the education system has brought about tremendous change in the education system of nations. Thus ICT can be seen as a catalyst for change in the education sector. ICT resources serve different purposes in education system such as registering and administering students (Ajinaja, 2017); serving as facilitator of teaching and learning (Azor, 2017); helping in the designing of lesson plans (Ghavifekr & Rosdy, 2015), assessment of learning through Computer Based Test (CBT) (Joshua, 2018) and even record keeping and management of resources in education sector (Ghavifekr, Afshari, Siraj & Segar, 2013). According Adegbija, Fakomogbon and Daramola (2012), technology has been the only thing that has made education of nations reliable, efficient and globally based with its role in computer based assessment being more significant.

Hence ICT plays a very important role in assessment of learning which represents the end product of teaching and learning. The endpoint of the effort of the teacher in the classroom is seen through the students’ learning outcome, which could be seen in form of grades, behaviours or practice. However, this cannot be rightly seen without assessment. Thus, Nwoke, Osuji and Agi (2017) argued that assessment of learning/examination is the only thing that makes teaching and learning more effective. This is because assessment of learning/examination makes both the teachers and students to understand their strength and weaknesses in the teaching and learning process. According to Nworgu (2015a) and Joshua (2018), assessment of learning is the act of administering test/examination to the students in order to understand and describe their level of learning at the end of a lesson, programme or period of schooling for taking certain decisions pertaining their promotion, dismissal or adoption/termination into/of a programme. This could also be called summative assessment. This is because it is done at the end of the learning process and not within the learning process which is referred to as assessment for learning by Nworgu (2015a). However, assessment of learning could be done through practical task, paper and pencil tests and Computer Based Test (CBT).

Nevertheless, in recent times, the evolution of CBT in the education system, has given a new look and leap to assessment of learning process. Thus, Ajinaja (2017) strongly asserts that CBT stands as a change catalyst (agent) that has brought about remarkable improvement in the education assessment process. Computer Based Test (CBT) bears different names such as; Computer Assisted Assessment (CAA), Computer Aided Assessment (CAA), Electronic Based Assessment (EBA). But for the purpose of this study, Computer Based Test (CBT) is used.

Furthermore, it is important to state at this juncture, that CBT is a mode of examination that involves the use of electronic devices like computers and mobile phones, in administering test and grading as well as publishing students’ grades. According to Ajinaja (2017), CBT is an assessment and evaluation media that requires students to supply answers presented to them on the screen of a computer based on their subject specification. Bala (2018) averred that CBT is simply the act of taking examination/test with the use of computer rather than paper and pencil. Giving another picture of CBT, Oduntan, Ojuawo and Oduntan (2015), added that although CBT is an assessment of learning media done using the computer and internet or intranet services, its questions are however mostly multiple choice questions. Similarly, Kuyoro, Maminor, Kanu and Akande (2016), opined that the integral part of CBT as an assessment of learning is the computer. Thus, CBT is the delivering of question papers through the use of computer with their answers supplied with same.

The use of computer based test in the Nigerian education system is an innovative assessment of learning media that holds a promising future for the education system especially when properly used. Thus, Bala (2018) rightly pointed out that examination bodies have embraced the use CBT in assessment of candidates as an innovative mode of assessment as against the old pencil and paper mode. Different studies however, have revealed several reasons CBT is fast replacing Paper and Pencil Test (PPT) mode of assessment.  These studies explain why public examinations body such as Joint Admission and Matriculation Board (JAMB), institutions like Teachers Registration Council of Nigeria (TRCN), higher institutions such as universities, polytechnics and college of education adopt CBT as their mode of examination in Nigeria. Sanni and Mohammad (2015) argued that it is because of the problems associated with the use of Paper and Pencil Test (PPT) such as tedious process in the conduct of the exam, marking and result publication. Abubakar and Adebayo (2014), Onyibe, Nwachi-Ikpor and Abdulhakim (2015) on the other hand argued that it is because of the high level of all forms of examination malpractice associated with PPT. Against these reasons, Kuyoro, et al (2016) insisted that increase in students population in Africa (Nigeria inclusive) spurred the need for CBT in the education assessment. However, different from these opinions, Nwoke, Osuji and Agi (2017) and Ojerinde (2015) insisted that the introduction of CBT in public examination was to promote international best practice in the conduct of examination in Nigeria. This indicates that the use of CBT in the conduct of public examination in Nigeria at best helps to align the nation with the rest of the world in education assessment.

Nevertheless, as against the weaknesses of PPT in the conduct of examinations in Nigeria, CBT has a lot of prospects as regards to assessment of learning. Ajinaja (2017) averred that CBT permits efficiency in result accuracy and computation. On the other hand, Sanni and Mohammad (2015) added that the benefit of CBT in the conduct of examination goes beyond accuracy in result computation but also cut across economy. Thus, according to them, CBT ensure low administrative cost and saves time. In addition Onyibe, et al, (2015) averred that the use of CBT helps to ensure impartial assessment, ensures efficiency in data storage, gives immediate feed-back to the examinee and improves result reliability. Similarly, Kuyoro et al (2016) maintained that CBT ensure easy result tabulation. Laying credence to these points, in their different studies, Nwoke, et al (2017) and Bala (2018) concluded that the benefits of CBT in the Nigeria education assessment culminate in its unique role in checkmating examination malpractices among Nigerian students in different public examination.

In addition to these arguments, Kuyoro, et al (2016) opined that CBT can as well facilitate the operation of distance education programme in Nigeria. Also, CBT has been noted to enhance security of examinations/tests and consistency through the use of biometric encryption and decryption (Abubarkar & Adebayo 2014; Adebayo & Abdulhamid 2014); test standardization (Kuyoro, et al 2016) and ensures fast test scoring and reporting (Abubakar & Adebayo 2014). However, Thurlow, Lazarus, Albus and Nodgson (2010) averred that the benefits of CBT in education assessment stand unique in its ability to appeal to the need of all students including students with physical disabilities. According to them, CBT allows for easier change of test in a situation of mistake, proper storage of data for later retrieval, increased result authenticity and it could be more accessible to the physically challenged students than Paper Pencil Test (PPT) and it allows for a more universally designed assessment environment.

However, several studies have shown that the use of CBT in conducting examination in Nigeria has a lot of weaknesses/challenges that question its desirability for use. For instance, lack of access to internet facilities (Abubarkar & Adebayo, 2014); activities of hackers (Abdulhamid, 2010; Abubarkar & Adebayo, 2014); technical difficulties (Sanni & Mohammad, 2015; Nkwocha, Akanwa & Nkwocha, 2015); computer illiteracy among students (Adebayo & Abdulhamid, 2010; Onyibe, et al, 2015) and poor education funding in Nigeria (Nkwocha, et al (2015; Onyibe, et al, 2015) have continued to be stumbling blocks towards the effective utilization of CBT in assessment of learning in Nigeria.

Nevertheless, even with all these challenges, one could only but conclude that the benefits of CBT prompted its use in administering examinations in different Nigerian universities including University of Nigeria Nsukka (UNN). The use of CBT in test administration in Nigeria was first popularized by JAMB in 2013, when it was used as its parts of assessment modes. With time, the use of CBT had its way into the universities that use it in the conduct of their Post Unified Tertiary Matriculation Examination (Post UTME) and even school examinations and tests. Currently, some of the universities that have fully or partially integrated CBT into their assessment of learning process include; University of Ibadan, Obafemi Awolowo University Ile-Ife, National Open University in Nigeria (NOUN), University of Ilorin, Ilorin, Federal University of Technology, Minna, Covenant University Ota (Private), University of Nigeria Nsukka, University of Lagos, Lagos (Ajinaja 2017; Kuyoro et al, 2016). However, the first CBT examination conducted in University of Nigeria Nsukka was in 2015 for 2015/2016 Post UTME. By 2016, its usage in conducting semester examination had begun. It was first tested by the school of general studies (SGS) in conducting the first semester examination in 2015/2016 academic session and was later integrated into writing department examination.

However, based on online observation of Information and Communication Technology Unit of University of Nigeria, the reasons for introducing CBT into the semester examinations were to: help equip the students for global competitiveness in line with international best practices, help maintain the visibility of the university in the international scene, to reduce workload of general studies staff and to eliminate all forms of examination related problems (missing script and result, wrong grade and gratification for marks) and to improve the integrity of results. Thus the introduction of CBT into the university’s assessment of learning is a welcomed development.

Nevertheless, the CBT system in UNN received various critiques especially from the student when it was initially introduced basically because of their anxiety in using computer for examination. Such anxiety according to Thurlow, et al (2010) however, is due to computer illiteracy among the students, but currently students have embraced the CBT system as a norm for examination in the university as they continued to enjoy its benefits. Even at that, as personally observed, by the researchers, they continued to lament on the challenges they face during the CBT examination. Such challenge hinders the effective integration of CBT into the assessment of learning process of the university in various ways. Thus, based on this problematic background, this study therefore seeks to find out the opinion of undergraduate students of UNN on the prospects and constraints of using CBT in assessment of learning in University of Nigeria, Nsukka.

Research questions

1. What are the prospects of CBT in assessment of learning in UNN?
2. What are the constraints that students face during CBT examination in UNN?

Methods 

The design of the study was a case study. This design was used because according to Nworgu (2015b), case study design is used when the study seeks to thoroughly understand a particular social group or organization for a period of time. Thus, the design served better in finding out the prospects and constraints of using CBT in the conduct of examinations in UNN only. University of Nigeria, Nsukka (UNN) was created in 1960 and it is one of the federal universities in the south-eastern Nigeria. It is located in Enugu-North senatorial zone of Enugu state. The reason for the choice of location is because the researchers had regularly, observed from some students’ comments and their chat with some students about their gains and challenges during their semester examinations using CBT. They found out that although the University is moving towards promoting E-learning and E-assessment in order to meet with international standard and best practices, yet a lot of constraints still hinder the successful integration of CBT into the school semester examinations.

A sample size of four hundred and ninety two (492) undergraduate students was purposefully used to collect data for the study from students that were already exposed to CBT assessment.  The instrument for data collection was a researchers’ constructed questionnaire titled “Prospects and Constraints of CBT in University of Nigeria Nsukka” (PCCUNN). The questionnaire consisted of two clusters. Cluster one was designed to get information about the gains/prospects of CBT in the University by the undergraduates. It is comprised of seven (7) responded items. Cluster two sought to get information from the undergraduates about their constraints in using CBT for examinations in the University and the items are nine (9). Thus the total items in the instrument are sixteen (16). The items were rated on four points rating scale of: Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD).The researchers administered the questionnaire to the respondents who answered and returned them to the researchers on the spot. However, five hundred (500) questionnaires were administered but, only four hundred and ninety two (492) were properly responded to and returned to the researchers. The collected data were analyzed using mean analysis. The data were graded on a four point scale: SA = 4, A = 3, D = 2 and SD =1. Decisions were made based on real limit numbers as: 0.50 – 1.49 = SD; 1.5 – 2.49 = D; 2.50 – 3.49 = A and 3.50 – 4.00 = SA.

Results 

Table 1: Prospects of CBT in assessment of learning in UNN (n=492)

NB: SD= Standard Deviation; = Mean

The results in Table one show the responses of the undergraduate students on the prospects of CBT in conducting of examinations in UNN. From the Table it is evidently shown in item 1 that the respondents strongly agreed with mean (= 3.60, SD = .74) that CBT prevents incessant cases of missing exam scripts of students. Also, items 2, 3 and 4 got mean (= 3.22, 3.05 and 3.01, SD = .85, .82 and 1.06 respectively). These show that the respondents agreed that students’ consciousness of the reading time in CBT discourages their interaction among themselves during exam, moreover, CBT saves time of marking examination scripts for lecturers and the automatic calculation of answers in CBT discourages result manipulations respectively. Also, items 5 and 6 got mean (= 2.99 and 2.51, SD= .90 and 1.01 respectively). These scores show that the undergraduate students agreed that limited time of CBT exam discourages exam malpractice and at the same time, CBT discourages leakage of exam questions before the exam day. However, the students disagreed with item 7 with mean (= 2.16, SD = 1.16) that the use of CBT permits quicker releasing of results in UNN.

The grand mean (= 2.93 and SD = .47) indicates that CBT holds a remarkable prospect in the conduct of exam in UNN if properly utilized (see item 7).

Table 2: Constraints students face during CBT examination in UNN (n=492)

N.B: SD= Standard Deviation; = Mean

The results in Table 2 show the responses of the undergraduate students on the constraints of using CBT in University of Nigeria Nsukka. The mean (= 3.55 and SD = .70) scored by item 1 as shown in the table suggests that the undergraduate students strongly agreed that network problem is the highest constraints affecting the effective use of CBT in the conduct of examinations in UNN. Also, the table shows that items 2, 3 and 4 with mean ( = 3.13, 3.13 and 2.90, SD = .89, .89 and .82 respectively). This shows that the undergraduate students of UNN agreed that the possibility of hacking the CBT system by hackers, computer system malfunctioning during examination and the complexity of CBT software are some of the constraints to effective use of CBT in the conduct of examination in UNN. Also, items 5, 6, 7 and 8 got mean (= 2.77, 2.63, 2.61 and 2.57 and S.D = .99, 1.04, .96 and 1.07 respectively). These scores suggest that the undergraduate students of UNN also agreed that computer illiteracy by students, lack of fund to build more ICT buildings, purchase the ICT materials that will be adequate for CBT examination, lack of sufficient facilities like laptops, desktops, furniture, among others in the University and poor power supply are also constraints of using CBT for examination in the university. However, with mean (=2.44 and SD = 1.01), the respondents disagreed that the authenticity of CBT results is questionable.

However, with the grand mean (= 2.85 and SD= .35), the study indicates that there are numerous constraints militating against the use of CBT by students in UNN and in highest order of sequence are: internet, system hacking and malfunctioning related constraints.

Discussion

From the findings as presented in tables one and two, it is evident that the study revealed that undergraduate students agreed that CBT has enormous benefits regarding sanity in examination, result tabulation and publication. Yet the use of CBT in UNN is not free from myriads of constraints that hinders its’ full integration into the assessment of learning of the university.

Majority of the students strongly agreed that CBT prevents frequently occurring event of missing exam scripts of students. Thus it promotes exam security as had earlier on noted by Abubarkar and Adebayo (2014) and Adebayo and Abdulhamid (2014). Also, the study showed that CBT curtails numerous examination malpractices orchestrated by either the students or the students and the lecturers as a unit. This is mainly because of students’ consciousness of the reading time in CBT, automatic calculation of answers by the computer, limited time of CBT and even its ability to prevent leakage of examination questions before the examination day. This finding agrees with the study of Nwoke et al (2017) and Bala (2018) which revealed that the culminating benefit of CBT lies in its ability to curtail examination malpractice. In addition to that, in line with the study of Sanni and Mohammad (2015) that revealed the ability of CBT in enhancing administrative convenience through time saving, the study also found out that CBT is a good time saver and reducer of the stress of the lecturers in marking examination scripts in UNN. However, against the findings of Onyibe, et al, (2015) that showed that CBT gives immediate feedback to the examinee, this study found out that CBT does not give immediate feedback to the students in UNN. This finding could be as result of delay in releasing CBT examination results of the students in UNN, which still lasts for several months (two months and above), hence, the respondents are sceptical about CBT in holding a prospective future for them in that regard.

Furthermore, the study revealed that network problem stands as the highest constraint militating against the effectiveness of CBT in the conduct of examinations in UNN. Since the internet is the basic source of CBT, its’ weak connection hinders students effectiveness in writing their examinations. In some cases, the internet may cease the operation of the computer system entirely, yet the reading time may not cease. This frustrates, limits the ability of the students and destabilizes their concentration in writing the examination, hence, may affect their final grade. With poor internet access, the actual timetable of examination may be affected and this may cause some difficulties on both the students and examiners. This agrees with the findings of Abubarkar and Adebayo (2014) that lack of access to internet facilities stands as a stumbling block towards the effective use of CBT in Nigerian secondary schools.

Also, the study showed that the activities of hackers are constraints to the effectiveness of CBT system in UNN. This agrees with Adebayo and Abdulhamid (2010) and Abubarkar and Adebayo (2014) whose different studies revealed how the security of the CBT system stands at risk of being hacked since questions are transferred to the e-Exam centre from the departments for further uploading of the questions into the system. Thus, there could be increased activity of hackers or even higher risk of (e-) cheating or total loss of examination data. Also, in line with the findings of Sanni and Mohammad (2015) and Nkwocha, Akanwa and Nkwocha (2015) whose different studies revealed that technical difficulties emanating from the use of the mouse, screen clarity, etc. affect the use of CBT during JAMB examination in Nigeria; the study also found out that computer system malfunctioning during examination also pose as a constraint to the use of CBT in UNN. This often happens when the system hangs, shuts down inadvertently resulting from either power outage or other technical issues. When this occurs, the examination time of the examinee does not stop but continues even when he/she cannot access the questions. In most cases, the examinee may not be able to complete his examination before his/her time elapses. This however, questions the reliability of test results gotten from CBT examination in UNN.

Furthermore, the complexity of CBT software was found to be a constraint of effectively using CBT in the conduct of examination in UNN. According to Adebayo and Abdulhamid (2010) most of the software used in different e-center are a bit cumbersome and Abubarkar and Adebayo (2014) insisted that some of them lack universality in their application mainly because of differences in requirement and standard of education of different education systems. Even, corrupt software may lead to rescheduling of the examinations (Onyibo, et al, 2015) which will also affect several school and students’ activities. In addition, computer illiteracy by students continues to be a hindrance towards effective integration of ICT in teaching, learning and even assessment of learning. Moreover, the study found out that computer illiteracy among the students questions the desirability of the use of CBT in assessment of learning in UNN. This agrees with the study of Adebayo and Abdulhamid (2010); Thurlow, et al (2010) and Onyibe, et al, (2015) who found out that computer illiteracy among the students pose great challenge towards the effectiveness of CBT since it causes anxiety among them most times. Erdoga (2008) however, suggested the need to be using computer in the classroom teaching and learning in order to eliminate such anxiety among the students.

Findings also revealed that insufficient ICT facilities like ICT buildings, laptops, desktops and furniture due to lack of fund, question the effectiveness of CBT in University of Nigeria Nsukka. Due to inadequate supply of these materials, students usually write examinations in batches. Thus, examination that should have lasted for two to three (2-3) hours tends to last for more than four hours depending on the class population. This however, may also affect the confidentiality in examination since there could be interaction between the students that have taken the examination and those that have not. This study corroborates with the findings of Abubarkar and Adebayo (2014); Nkwocha, et al (2015) and Onyibe, et al, (2015) that insisted that poor education funding in Nigeria affects the use of CBT as it limits the availability of ICT facilities that could aid the use of CBT. In addition, the study also found out that, poor power supply in UNN pose a great challenge to the effective use of CBT for examination in the university. The role power plays in an establishment cannot be overemphasized. This is because, virtually, all electrical appliance and ICT resources used in an establishment needs power supply. Steady power supply has been the driver of many advanced economies in the world such as: Britain, Japan, China, USA, Germany, etc. and a reverse for nations such as Nigeria that still lack steady power supply. Unstable power supply has continued to affect different sectors of the Nigerian society including economy and education (Oye, Mazleena & Iahad, 2011). Thus, Osei (2007) lamented that this has been a log jam affecting the effective nationwide integration of ICT in education. However, the study is in agreement with that of Abubarkar and Adebayo (2014); Nkwocha, et al (2015) and Onyibe, et al, (2015). The findings further showed that the authenticity of CBT results is not questionable, hence, CBT in this regard, does not have constraint in UNN as in agreement with the study of Thurlow, et al (2010).

Conclusion

In conclusion, even with all the benefits of CBT in checkmating examination malpractice and saving time and stress for UNN lecturers, yet, a lot of constraints affect its effective integration in the conduct of examination in UNN with principal among them being network, hacking, system malfunction and software related constraints.

Recommendations

• • The school administration should try and improve network and power supply during CBT examinations in the university by partnering with network providers and power companies.
  • There is need for ICT unit to improve security of CBT system in order to prevent the activities of hackers through improved CBT portal security.
  • Computers meant for CBT should always be maintained and inspected by ICT technicians before CBT examinations to prevent system malfunctioning.
  • The teaching of Computer Studies in the secondary school should be improved with more practical components in order to improve students’ computer literacy and prepare them ahead of university education.

• The need for improved funding of university education in Nigeria by the government and even private and corporate individuals is of utmost necessity so that ICT facilities that will promote the effective use of CBT in UNN could be provided adequately.

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Correspondence can be directed to:

Azor, Richard Ojinnakaeze & Ogwu, Edna N.

Department of Arts Education, Department of Arts Education,

University of Nigeria, NsukkaUniversity of Nigeria, Nsukka

+2347033380014 +2347060963871 richard.azor.189232@unn.edu.ng edna.ogwu@unn.edu.ng