- University of Lagos, Faculty of Education, Department of Science and Technology Education
- +2347066236402
Olafare F Oladimeji
University of Lagos, Science and Technology Education, Faculty Member
One of the most highly valued personalities in any society is a teacher and teaching is considered to be the most sacred and distinctive profession. Teaching should not only be a profession but also considered as a vocation.
Research Interests:
Information and communication technology has transformed assessment through objective, verifiable, replicable and more effective ways of testing students. Some Nigerian universities have adopted computer-based test (CBT) for their... more
Information and communication technology has transformed assessment through objective, verifiable, replicable and more effective ways of testing students. Some Nigerian universities have adopted computer-based test (CBT) for their courses/examinations. The perceptions of lecturers’ and students’ on CBT in Nigerian universities have not been established and very few studies have focused on using TAM to determine the Lecturers and Students perceptions of CBT. However, this call for this study to investigate the perception of lecturers and students by using modified Technology Acceptance Model. The objective of this study was to investigate: I. lecturers’ and students’ perception of the usefulness, ease of use and credibility of CBT in Nigerian universities; ii. perceptions of lecturers’ and students’ based on gender, and iii. perceptions of lecturers’ and students’ based on areas of specialisation.
The study adopted survey method of descriptive research. Sample was drawn from lecturers and students from four Nigerian universities: Covenant University; Kogi State University; University of Ibadan; and University of Ilorin. A total of 850 lecturers and 1506 students amounting to 2356 represent the sample for the study. Data was analysed using percentage and mean to answer research questions one to six; while t-test was used for hypotheses (1, 2, 3, 7, 8 and 9) and Analysis of Variance (ANOVA) for hypotheses (4, 5, 6, 10, 11 and 12). Scheffe test was also conducted to locate the direction of differences established in ANOVA.
The study revealed that:
i. lecturers had positive rating on perceived usefulness (65.1%), ease of use (65.2%), and credibility (70.2%) of CBT;
ii. students also had positive rating on perceived usefulness (64.3%), ease of use (66.1%), and credibility (67%) of CBT;
iii. significant difference was established between male and female lecturers in their perceived usefulness of CBT, t (848) = 2.93, p<.05, in favour of males; perceived ease of use, t (848) = 5.29, p<.05 in favour of females; and perceived credibility, t (848) = 8.36, p<.05 in favour of males;
iv. significant difference was established between male and female students in their perceived usefulness of CBT, t (1504) = 6.60, p<.05, in favour of females; perceived ease of use, t (1504) = 4.74, p<.05 in favour of females; and perceived credibility, t (1504) = 2.60, p<.05 in favour of males;
v. significant difference was established among lecturers in various areas of specialisation on perceived usefulness of CBT, F (2, 847) = 4.69, p<0.05; perceived ease of use, F (2, 847) = 23.19, P<0.05; and perceived credibility of CBT, F (2, 847) = 57.88, P<0.05; and
vi. significant difference was established among students in various areas of specialisation on perceived usefulness, F (2, 1503) =46.02, p<0.05; perceived ease of use, F (2, 1503) =26.54, P<0.05; and perceived credibility of CBT, F (2, 1503) =11.23, P<0.05.
The study concluded that lecturers and students perceived CBT as useful, easy to use and credible. The implication is that the perception of the usefulness, ease of use and credibility of CBT will lead to increase in use of CBT by lecturers and students in Nigerian universities. It was recommended among others that Nigerian universities should improve the efficiency of computer-based test to increase its credibility.
The study adopted survey method of descriptive research. Sample was drawn from lecturers and students from four Nigerian universities: Covenant University; Kogi State University; University of Ibadan; and University of Ilorin. A total of 850 lecturers and 1506 students amounting to 2356 represent the sample for the study. Data was analysed using percentage and mean to answer research questions one to six; while t-test was used for hypotheses (1, 2, 3, 7, 8 and 9) and Analysis of Variance (ANOVA) for hypotheses (4, 5, 6, 10, 11 and 12). Scheffe test was also conducted to locate the direction of differences established in ANOVA.
The study revealed that:
i. lecturers had positive rating on perceived usefulness (65.1%), ease of use (65.2%), and credibility (70.2%) of CBT;
ii. students also had positive rating on perceived usefulness (64.3%), ease of use (66.1%), and credibility (67%) of CBT;
iii. significant difference was established between male and female lecturers in their perceived usefulness of CBT, t (848) = 2.93, p<.05, in favour of males; perceived ease of use, t (848) = 5.29, p<.05 in favour of females; and perceived credibility, t (848) = 8.36, p<.05 in favour of males;
iv. significant difference was established between male and female students in their perceived usefulness of CBT, t (1504) = 6.60, p<.05, in favour of females; perceived ease of use, t (1504) = 4.74, p<.05 in favour of females; and perceived credibility, t (1504) = 2.60, p<.05 in favour of males;
v. significant difference was established among lecturers in various areas of specialisation on perceived usefulness of CBT, F (2, 847) = 4.69, p<0.05; perceived ease of use, F (2, 847) = 23.19, P<0.05; and perceived credibility of CBT, F (2, 847) = 57.88, P<0.05; and
vi. significant difference was established among students in various areas of specialisation on perceived usefulness, F (2, 1503) =46.02, p<0.05; perceived ease of use, F (2, 1503) =26.54, P<0.05; and perceived credibility of CBT, F (2, 1503) =11.23, P<0.05.
The study concluded that lecturers and students perceived CBT as useful, easy to use and credible. The implication is that the perception of the usefulness, ease of use and credibility of CBT will lead to increase in use of CBT by lecturers and students in Nigerian universities. It was recommended among others that Nigerian universities should improve the efficiency of computer-based test to increase its credibility.