Perceived Effectiveness of Computer–Based Assessment among Engineering Students in Nigerian Universities

F. O. Adeyemi, I. K. Akpodonor, I. M. Oyerinde, M. J. Odedina, O. O. Olomo, O. O. Obanisola, S. O. Ogunrinde, Y. O. Bodija, U. N. Wilson

Abstract


The Computer-Based Assessment (CBA) approach is a popular method to evaluate students’ performance at the tertiary institution level. Despite the varieties of computer-based assessments employed today, there exist biased views, and questions have been raised on its effectiveness in assessing knowledge of some engineering courses. Therefore, the goal of this research is to investigate engineering students’ perceptions about computer based assessment in various Universities in Nigeria, with the aim to determine its effectiveness in assessing knowledge of some courses. In order to achieve this aim, survey questionnaires were designed as research instrument and administered randomly to engineering students from 30 selected Nigerian Universities in all the six geopolitical zones of the federation, who have in one way or the other been assessed via computer based approach. A total of 329 responses were received, and analyzed. Findings showed that engineering students unsatisfied with computer based approach for examinations; students’ responses indicated that the drawbacks outweighed the benefits. Majority of the students expressed their overwhelming preference for the paper-based assessment due to the problems associated with computer- based assessment. This study recommends that University administrators consider paper-based assessment for engineering students and improve the computer interface of systems to accommodate multiple-choice tests, short answers, and essays. 


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