THE CHALLENGES AND STATISTICAL IMPLICATION OF COMPUTER BASED TESTING(JAMB) ON NIGERIAN STUDENTS; THE NEED TO IMPLEMENT COMPUTER ASSISTED LEARNING
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
THE
CHALLENGES AND STATISTICAL IMPLICATION OF COMPUTER BASED TESTING(JAMB) ON
NIGERIAN STUDENTS; THE NEED TO IMPLEMENT COMPUTER ASSISTED LEARNING
TABLE OF
CONTENT
Cover page
Title
page
Approval
page
Dedication
Acknowledgment
Table of
content
Abstract
CHAPTER ONE
1.0 Introduction
1.1 Background of the research
1.2 Statement of research problem
1.3 Objectives of the study
1.4 Significance of the study
1.5 Research Question
1.6 Scope of the study
1.7 Limitation of the study
1.8 Definition of terms
CHAPTER TWO:
LITERATURE REVIEW
2.0 Introduction
2.1 Review of concept
2.2 Review of related work
2.3 Empirical studies
2.4 Theoretical framework
2.5 Summary of the review
CHAPTER
THREE: SYSTEM ANALYSIS AND DESIGN
3.1
Introduction
3.2 Method
of data collection
3.3 Data
preparation
3.4 Program
structure
3.5 File
maintenance module
3.6 Main
menu specification
3.7 Problem
of the existing system
3.8
Justification for the new system
3.9 System
modeling
3.10
Information flow diagram
3.11 System
flow chat
3.12
Activity diagram
3.14 Program
flow chart
3.15
Database specification and design
CHAPTER
FOUR: SYSTEM TESTING AND DOCUMENTATION
4.1
Introduction
4.2 Program
language justification
4.3 Systems
requirement
4.4
Implementation details
4.5
Procedure testing plan
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3
Recommendation
Bibliography
Source code
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
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment