MEASURING ANXIETY LEVEL OF POST UNIFIED TERTIARY MATRICULATION EXAMINATION CANDIDATES WHEN EXPOSED TO COMPUTER BASED TEST IN COLLEGES OF EDUCATION IN SOUTHWEST NIGERIA
Author: Ayena Olugbenga Oladapo & Oyediran Ayotunde Oyedele
Emmanuel Alayande University of Education, Oyo
Email: ayenaolugbenga@gmail.com
Telephone: +2348038090901
Abstract:
The purpose of this study was to measure the anxiety level of post Unified Tertiary Matriculation Examination candidates when exposed to Computer-Based Test in Colleges of Education in Southwest Nigeria. The research design adopted for this study was the descriptive survey method. The target population was all the College of Education post unified tertiary matriculation examination candidates in Southwest Nigeria during the year 2024. The sample size consisted of 300 post Unified Tertiary Matriculation Examination (UTME) candidates, while the sampling procedure involved the use of stratified and simple random sampling techniques. The data collection tools used was an instrument named Test Anxiety Questionnaire (TAQ). The test-retest technique was used to determine the reliability of the instrument using the Pearson’s Product Moment Correlation Coefficient which yielded a Coefficient of 0.8. The data analysis procedure for the two hypotheses that were raised to pilot the study was the t-test statistics because two means were compared in each of them. Results from hypothesis one shows that there was no significant difference in the test anxiety levels of students exposed to Computer-Based Tests (CBT) based on gender differences. Results from hypothesis two also showed that there was no significant difference in the test anxiety levels of students exposed to Computer-Based Tests (CBT) based on the number of times they were exposed to CBT (first-timers vs. second-timers). The implications of this finding was that CBT can be a fair and equitable assessment method for students of different genders and computer literacy levels. And that CBT may not inherently cause more anxiety for students, regardless of gender or computer familiarity. Hence, CBT is recommended as an alternative method for delivering examinations because it represents an important qualitative shift away from the traditional method of paper based tests and it is not affected by Computer anxiety.
Keywords: Test Anxiety, Unified Tertiary Matriculation (UTME), Computer-Based Test (CBT), Colleges of Education, Southwest Nigeria
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Suggested Citation
Ayena , O.O., and Oyediran, A.O. (2024). Measuring Anxiety Level Of Post Unified Tertiary Matriculation Examination Candidates When Exposed To Computer Based Test In Colleges Of Education In Southwest Nigeria. African Research Journal of Education and Social Sciences, 11(3), 144-152. Available at http://arjess.org/education-research/measuring-anxiety-level-of-post-unified-tertiary-matriculation-examination-candidates-when-exposed-to-computer-based-test-in-colleges-of-education-in-southwest-nigeria.pdf
