Abstract
Score generated from test instruments should measure what it is purported to measure and consistently too. When scores failed to achieve these two, they are meaningless and cannot be used for accurate decision making. Investigating and providing evidences of score validity and reliability are the main objectives of this study. Thus, this study examined the mode of test administration on score validity and reliability using tests among pre-degree students in Southwest, Nigeria. A survey research design was adopted. The population of the study comprised 14,532 students across the nine public universities in south-west where pre-degree programme is mounted. Stratified, systematic and simple random sampling techniques were used to select 400 participants. Mathematics Multiple Choice Test was used to collect data. Participants were grouped into two; Paper Pencil Test (PPT) and Computer Based Test (CBT). Same instruments were administered to the two groups with different instructions and procedures of administration. Two hypotheses were tested in the study. Scores generated were factor analysed and interpreted. Results indicated that Mathematics test administered via PPT was higher in validity and reliability than its CBT counterpart. It was recommended that PPT should still be encouraged as a mode of test administration for Mathematics achievement test.