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

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Description

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

Download Stakeholders’ Perception of the Use of Computer Based Test (CBT) in Unified Tertiary Matriculation Examination (UTME). Science Education students who are writing their projects can get this material to aid their research work.

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 a 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.

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.

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