Some Nigerian universities have adopted computer-based test (CBT) for their courses/examinations and means of testing students. The perceptions of students on CBT in Nigerian universities have not been established and very few studies... more
Some Nigerian universities have adopted computer-based test (CBT) for their courses/examinations and means of testing students. The perceptions of students on CBT in Nigerian universities have not been established and very few studies have focused on determining students’ perceptions of CBT. Thus, there was a need for this study to investigate students’ perceptions of CBT. The objective of this study was to investigate students’ perceptions of the usefulness; ease of use and credibility of CBT in Nigerian universities. The study adopted survey method of descriptive research. Sample was drawn from students from four Nigerian universities: Covenant University; Kogi State University; University of Ibadan; and University of Ilorin. A total of 1506 students’ represent the sample for the study. Data was analysed using percentage and mean to answer the research questions. The study revealed that students also had positive rating on perceived usefulness (64.3%), ease of use (66.1%), and credibility (67%) of CBT. The study concluded that 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 in Nigerian universities. It was recommended among others that Nigerian universities should improve the efficiency of computer-based test to increase its credibility. Key words: Computer-based test, Credibility, ease of use, Students’ perception
Recent advances towards Sustainable Development in developing countries call for concrete Innovation and Entrepreneurship. Science, Technology, Engineering and Mathematics (STEM) education is key facets to inventions and industrial... more
Recent advances towards Sustainable Development in developing countries call for concrete Innovation and Entrepreneurship. Science, Technology, Engineering and Mathematics (STEM) education is key facets to inventions and industrial revolutions, hence the need to study the extent to which innovation and entrepreneurship are useful in the aforementioned areas. Entrepreneurship is the willingness and the ability to create wealth through innovation of goods and services. Many useful outputs of science, technology, engineering and mathematics are lying unused by the industrial sector of the economies. This revises revealed that, with entrepreneurship, this wealth of knowledge can be converted to useful innovation for industrial development that will lead to provision of more goods and services for economic advancement of the developing nations and whole world in general. There is therefore a sincere need to integrate innovation and entrepreneurship into the concepts of STEM education for global industrial
