EMERGING ISSUES IN ASSESSMENT AND TESTING: ATTITUDE TO COMPUTER-BASED TESTING AND UNDERGRADUATES' ACADEMIC ACHIEVEMENT AMONG UNIVERSITIES IN KATSINA STATE, NIGERIA

Abstract

This study was aimed at discussing computer-based testing (CBT) as an emerging issue in the eld of assessment and testing in Nigeria, and whether undergraduates' attitude to CBT affects their academic achievement among universities in Katsina state. Two objectives were established, and two hypotheses were developed and tested. A correlational design was used in the study. The population of the study comprised 34,050 undergraduates, spread across 15 faculties and 79 departments in all the three universities in Katsina state. The study's sample consisted of 378 undergraduates selected using a multistage sampling technique and in accordance with Research Advisors (2006) guidelines. Data were collected using an instrument developed by the researchers titled 'Computer-Based Testing Attitude Scale' (CBTAS), and was analysed with the aid of IBM SPSS Statistics v.23, using Pearson Product Moment Correlation and Independent Samples t-test. The study's findings revealed that there was a significant relationship between scores in attitudes to CBT and academic achievement scores among undergraduates in Katsina state (r = .758, P= .000), but there was no significant difference in the mean scores of attitudes to CBT between male and female undergraduates in Katsina state (t = 1.631, df = 376, P= .104). Based on the findings, the researchers recommended that undergraduates, both male and female, maintain a favourable attitude about CBT in order to succeed academically. This can be achieved by being friendly with computer and other related gadgets, and by making use of smartphones through participating in online learning and testing platforms.