THE CHALLENGES AND STATISTICAL IMPLICATION OF COMPUTER BASED TESTING (JAMB) ON NIGERIAN STUDENTS: THE NEED TO IMPLEMENT COMPUTER ASSISTED LEARNING (CAL)
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THE
CHALLENGES AND STATISTICAL IMPLICATION OF COMPUTER BASED TESTING (JAMB) ON
NIGERIAN STUDENTS: THE NEED TO IMPLEMENT COMPUTER ASSISTED LEARNING (CAL)
CHAPTER ONE
1.0 INTRODUCTION
In recent
times, Computer-Based Assessment (CBA) was introduced as a new assessment mode
in some of the tertiary educational institutions in Nigeria. This is a sharp
departure from the traditional paper-and pen or pencil mode of testing. The
trail blazing tertiary educational institutions in Nigeria in the use of these
innovation include University of florin, University of Benin, University of
Lagos and National Open University of Nigeria to mention but a few. Some
Polytechnics and Colleges of Education also introduced CBA for their yearly
entrance examinations. These institutions started this form of examination with
the post University Matriculation Examination (Post UME).'; Some of these
institutions have started using CBA for their semester examinations especially
where the classes are very large. For instance, the University of Ilorin has
been using the system in the past three years for all levels of students
(Jimoh, 2010). In the same vein, the National Open University of Nigeria (NOUN)
examined her distance learners using the CBA for the first time in May/June/2010 semester examination. CBA used
to be seen as an examination mode for developed nations but is now in practice
in several developing nations of the world including Nigeria.
Wikipedia
(2010) defines a computer-based Assessment (CBA), also known as e-assessment,
as computerized testing and computer-administered testing as a method of
administering tests in which the responses are electronically recorded, assessed
or both. As the name implies, computer- based assessment makes use of a
computer or an equivalent electronic device such as a cell phone. CBA systems
enable educators and trainers to author, schedule, deliver and report on
surveys, quizzes, test and examinations. Computer Based Assessment may be a
stand-alone system or a part (jif a virtual learning environment, possibly
accessed via the World Wide Web. Virtual learning environment work over the
internet and provides a collection of tools such as those for assessment
(particularly of types that can be marked automatically, such as multiple
choice test-item papers). A good example of Computer-Based Assessment is
Business Language Testing Service- (the BULATS) which is an on line test which
is a highly sophisticated system which pin points the candidates ability
quickly and accurately by using adaptive testing techniques. As the candidate
progresses through the test, the computer selects the next question on the
basis of the previous answers, becoming progressively easier or more difficult
until a consistent level of ability is achieved. In 1998, TOEFL (Test Of
English as a Foreign Language) began switching from a paper-based test to a
computer-based test (CBT) in many parts of the world. The test combines many of
the same question types as traditional paper-based test with new question types
that can be offered only on the computer. While many examinations are
administered in the paper based format, most testing companies in the United
States of America are following the national trend of computer-based testing.
Each computer test takes the candidates through a short tutorial to instruct
the examinee on the use of computer, and how to answer test questions. The test
administrator is available at all times for technical assistance. Many
candidates find the individual, non-distracted environment and in most cases,
immediate score report feedback very attractive features of computer based
testing.
1.1 BACKGROUND OF THE RESEARCH
During the
past few years, technology has significantly reshaped the method of assessment.
In many academic domains, educational measurement has been moving towards the
use of computer-based testing (CBT), defined as tests or assessments that are
administered by computer in either stand-alone or dedicated network, or by
other technology devices linked to the internet or world wide web most of them
using multiple choice questions (MCQs) (Sorana-Daniela, B. & Lorentz, J.
2007). Computer based tests have been used since 1960s to test knowledge and
problem solving skills (Peter, C. Bill, I., & David, S. 2004). Computer
based assessment systems have enabled educators and trainers to author,
schedule, deliver, and report on surveys, quizzes, tests and exams. There are
two main types of computer based testing. The most familiar type is where
candidates fill in their responses on a paper form, which is fed into a
computer optical mark reader. This reads the form, scores the paper, and may
even report on the test reliability. The second type of computer based testing
is where computers provide an assessment interface for students: they input
their answers and receive feedback via a computer (Peter, C. Bill, I., &
David, S. (2004).). An effective method of student assessment is necessary in
chemistry as well as all areas and levels of education. Due to an increase in
student numbers, ever-escalating work commitments for academic staff, and the
advancement of internet technology, the use of computer assisted assessment has
been an attractive proposition for many higher education institutions (Darrell,
L.B. 2003). Since their first use, computer-assisted test construction systems
have made a major impact on the design and generation of chemistry examinations
at many universities and colleges. Currently in University of Ilorin, the
traditional method (a combination of essay examination and practical
examination) is most used as evaluation of students’ knowledge. In the past few
years, the number of students increased drastically and the conventional
examination method became time consuming in term of the examination time for
evaluation and assessment. A solution of examination in large classes of
students is an automated testing system and this has been introduced by the
University of Ilorin in 2008, primarily to address this concern and others.
Generally, advantages of CBT systems over traditional paper-and-pencil testing
(PPT) have been demonstrated in several comparative works and as mentioned by
(Peter, C. Bill, I., & David, S. (2004).), CBT is not just an alternative
method for delivering examinations, it represents an important qualitative
shift away from traditional methods such as paper based tests. Despite, these
advantages available in computerized test administration as it was shown that,
it does not mean that CBTs are intrinsically better than paper-and-pencil tests
John, C.K., Cynthia, G.P., Judith, A.S., & Tim, D. (2002). Previous study
by (Fyfe, G., Meyer, J., Fyfe, S., Ziman, M., Sanders, K., & Hill, J.
(n.d)) have even found that testing format does not affect test scores and as
such CBT canbe considered a valid and acceptable testing mode. As CBT began to
be used for summative assessment, establishing whether computer based testing
performance was comparable to that of paper based assessment became important.
Researchers have performed large scale reviews of studies examining differences
in performance of CBT and paper-based version of tests and have generally found
that when CBT is similar in format to pencil and paper tests, it has little if
any effect on test performance (Darrell, L.B. 2003). From students’ perspective
of the CBT there have been a number of mixed reactions. Previous research)
showed that more people anticipated problems with the computer assisted
assessment than actually had them (Darrell, L.B. (2003)). Their research also
showed that despite fewer students being confident about CBT before completing
the assessment more students stated a preference for CBT afterwards. Previous
study conducted indicated a preference for CBT over PPT (Fyfe, G., Meyer, J).
Some studies reported the main disadvantage as being increased anxiety amongst
those unfamiliar with use of computer (Darrell, L.B. (2003) and (Fyfe, G.,
Meyer, J) and as such students agreed that they are “technophobic”. The
challenge to test examinees by means of microcomputers demands appropriate
software design. To comply with this demand, students’ beliefs or perceptions
on the advantages and disadvantages of a computerized test are important since
user perceptions and criticism are crucial in the acceptance, implementation
and improvement of computerized tests. Furthermore, whilst recognising the
systemlevel advantages associated with CBT it is important to explore the
relationship between assessment mode and the behaviour of the students being
assessed. If the term “affordances” is used to describe what is made possible
and facilitated, and what is made difficult and inhibited by a medium of
assessment (Johnson, M. & Green, S. 2004). It is possible that the affordances
offered by computer mediated assessment may affect the perceptions of students
involved in computer-based assessment differently than if they were engaged in
paper-based assessment (Johnson, M. & Green, S. 2004). In general, several
areas appear worthy of investigation, including issues related to quality
factors that may influence performance and student perceptions regarding
computer-based tests. The fact that students’ perception of CBT for chemistry
courses is an under-explored topic is apparent. This study describes the
findings in this domain with a view to disseminate good practice, guidelines,
and models of implementation and evaluation of a particular type of test mode,
namely, CBT for undergraduate chemistry courses.
1.2 STATEMENT OF RESEARCH PROBLEM
The
management of University of Ilorin has recently implemented the use of CBT to
test students’ knowledge. The advantages of using computer technology for
educational assessment in a global sense have been recognised and these include
lower administrative cost, time saving and less demand upon teachers among
others. Whilst recognising these system-level advantages it is important to
explore the challenges and its implication on the students being assessed
(Johnson, M. & Green, S. (2004)) because the assumption of comparability
between CBT and PBT without proper investigation within that particular testing
context, is inappropriate ( Lorentz, J. 2007). Some test takers reported that,
it is more difficult to navigate back to rework problems. Some are resistant to
the computerized testing process because they are accustomed to taking notes
and circling question and/or answers for later review ( Lorentz, J. 2007).
Others say that they read more quickly and more easily on paper than on a
glaring computer screen. The challenge on CBT test designers and administrators
is to construct CBT to be fair and reliable and to produce valid test scores.
Furthermore, they have to be designed to minimize examinees’ frustration and to
limit the sources of examinee anxiety. These additional test design steps are
well worth taking, because of the effective and measurement improvements they
offer (John, C.K., Cynthia,). CBT implementation should also be constructed to
meet the standard requirements such as that of International Test Commission
(ITC) as has been summarized under four issues. These are: the Technology,
Quality, Control, andSecurity. Also, it has been stated that computerized
administration of test normally should provide test takers with at least the
same degree of feedback and editorial control regarding their responses that
they would experience in traditional test taking formats.
1.3 OBJECTIVES OF THE STUDY
With the use
of a new technology in town, the CBT, the researcher went on to fine the
challenges this system is facing and its implication a statistical evaluation
of its effect on the Nigerian students. Other objectives of this study are:
1. To evaluate the statistical performance
analysis of the students with the use of this CBT among them.
2. To ascertain the operational effectiveness
of the system.
3. Introduce a means of training our students
on before the actual use of the CBT system CAL – Computer Assisted
Learning.
1.4 RESEARCH QUESTION
The
following six research questions were formulated in addressing the problems
identified in this study:
1. What are the issues peculiar to the use CBT
among the student?
2. What are the general constraints on the use
of CBT for assessment of student?
3. What are
the effects of the test administration mode on students’ performance i.e
students’ scores?
4. What is the relationship between prior
computer experience and performance in computer-based testing? 5. What
practices are helpful to improve the perception about CBT?
1.5 SIGNIFICANCE OF THE STUDY
The
significant importance of this research work is on the new technology or idea
that the research work introduce, the need for the use of a CAL system to aid
the learning and understanding process of the CBT. This study evaluates the
challenges of the use of CBT and analyze the statistical implication on
students.
1.6 SCOPE OF THE STUDY
This
research work uses the Unified Admission and Matriculation Board – JAMB as the
case study of this work. Also, this study is an evaluation research work, that
evaluate the challenges facinf the use of CBT and its statistical
implication. Any other thing falls
outside the scope of this study.
1.6 LIMITATION OF THE STUDY
In times as
such, where there is a financial crisis within the nation, this have gratlly
contributed to the main source of limitation to this research work, as the
researcher was faced with financial constrain and could not successfully visit
place needed to for the course of this
study. Also, an access to the information needed for this study was a
problem.
1.7 DEFINITION OF TERMS
CBT: Computer Based Testing
CAL: Computer Assisted Learning
JAMB:
Unified Admission Matriculation Board
COMPUTER: an electronic device capable of
taking instruction and executing it and returning the result back
IMPLICATION: The consequence that follows a
misuse of a device.
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