CHALLENGES OF 2018 COMPUTER BASED TEST (CBT) JAMB EXAMINATION FOR SENIOR SECONDARY SCHOOL STUDENTS’ ACADEAMIC PERFORMANCE IN ANAMBRA STATE, NIGERIA

Okoye Faith Ogechukwu

Abstract


The study investigated the challenges of 2018 Computer Based Test (CBT) Jamb examination for senior secondary school students’ academic performance in Anambra State. Three research questions and one hypothesis guided the study. Descriptive survey research design was adopted. 650 senior secondary final year students constituted the population of the study; while simple random sampling was used to obtain 325 as the sample, spread across the three Education Zones of the area. A 20 item questionnaire developed by the researcher was used for data collection. The validation of the instrument was done by three two experts, in Educational Management and Policy and an expert in Measurement and Evaluation Unit of Educational Foundations Department of Nnamdi Azikiwe University, Awka. Data obtained were analyzed through mean and t-test statistic. The findings indicate that some challenges such as lack of infrastructural facilities, insufficient accommodation, equipment, power outage, incompetence on the part of the examinees among others affect the academic performance of senior secondary school entrants during CBT Jamb examinations. Gender has no significant effect on the challenges experienced by the students since government computer facilities provide for male and female candidates to the examination centers are the same. Based on the findings, the study recommends among others that there should be enhanced provision of infrastructural facilities, improved power supply and proximity of examination centers to candidates’ place of domain/residence.

 

Article visualizations:

Hit counter

DOI

Keywords


CBT, Jamb examination, secondary school, academic performance

Full Text:

PDF

References


Alabi, A. T., Issa, A. O. & Oyekunle, R. A. (2012). The use of Computer Based Test method for the conduct of examinations at the University of Ilorin. International Journal of Learning and development, 2 (3): 68-80

Alumode, B. E. (2010). The role of manger s in curbing financial fraud in Primary and Secondary Schools in Nigeria for successful implementation of Universal Basic Education (UBE). EBSU Journal of educational administration and planning 1 (1) 310-320.

Emaikwu, S. O. (2012). Assessing the impact of examination malpractices on the measurement of ability in Nigeria. International journal of social science and education.

Ikiroma, B; Joshua, M. T. & Joshua, A. M. (2015). Computer based testing in Nigeria’s University entrants’ matriculation examination: readiness and acceptability of critical stake-holders.

Nkwocha, P. C. Akanwa, U. N. & Nkwocha, N. C. (2015) Challenges encountered using cbt by 2015 utme candidates in Owerri zone one, Nigeria. Test validity implications. JOSR Journal of research & method in education (JOSR-JRME) 5 (1) 28-35.

Nwana, O. C. (2007). Educational Measurement and Evaluation. Owerri: BomaWay publishers.

Obioma, G. Junaidu, I., & Ajagun, G. (2013). The automation of educational assessment in Nigeria: Challenges and implications for pre-service teacher education. A paper presented at the 39th Annual conference of the international association for educational assessment (IAEA), Tel-Aviv, Israel, October 20-25. Retrieved from http://www.iaea.info.edu.pk

Oduntan, O. E., Ojuawo, O. O. & Odutan E. A. (2015). A comparative analysis of students performance in paper/pencil test (PPT) and computer based test (CBT) examination system. Research journal of education studies and review, (1) 24-29.

Ololube, N. P., Ubogu, A. E. & Egbezor, D. E. (2007). ICT and distance education programs in a Sub-Saharan African country: A theoretical perspective. Journal of Information Technology Impact, 7(3). 181-194


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Okoye Faith Ogechukwu

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).