Effects of Computer-Based Test (CBT) and Paper and Pencil Test (PPT) on Academic Achievement and Test Anxiety of Secondary School Students’ in Economics

Abstract

Investigated in this study were the effects of Computer Based Test (CBT) and Paper and Pencil Tests (PPT) on Secondary School (SS) students’ academic achievement and test anxiety in Economics. The pretest-posttest non-randomized control group design was used as the research design. The study was done in Asaba, Delta State, Nigeria. All Senior Secondary II (SSII) students who offered Economics comprised the study’s population. 107 SS II students were selected as the sample. Two instruments - Economics Achievement Test (EAT) and Test Anxiety Inventory (TAI) were used for data collection. Both EAT and TAI were validated by the experts. The reliability coefficients of the instruments were .95 and .68, respectively. The data collected were analyzed using mean statistics to answer two research questions, whereas two formulated null hypotheses were tested at a .05 level of significance using ANCOVA. The findings of the study indicated that students’ mean achievement scores in PPT were slightly higher than students’ mean achievement scores in CBT and the students’ mean achievement scores were significantly different. Students in PPT exhibited greater test anxiety than their counterparts in CBT, even though the difference in the mean test anxiety scores of students in CBT and PPT was not significant. Based on the findings, the researchers recommended, among others, that the Federal Government should make and implement policies to mandate senior secondary students to use PPT for all internal assessments in various subjects in the country.

Business Education Students’ Perception of Computer-Based Test in Public Universities in Edo State, Nigeria

“…This supports the author's conclusion in Olumese (2019) that the CBT was less expensive than printing and sending big amounts. The similar conclusion was reached by Nikou and Economides (2018) and Abanobi (2022), who found that CBT looked to be superior to paper and pencil testing for both the states that run the assessment programs and the students who engage in them. The CBT has the advantages of cost effectiveness, employing fewer resources and more effective delivery and grading.…”

“…A timed, summative, high-stakes examination of student performance using digital devices to run a standardized assessment system is referred to as a "computer-based test" in this context. Answers are provided for this test, and scores are typically computed electronically (Fink, Born, Frey, & Spoden, 2018;Born, Fink, Spoden, & Frey, 2019; In this study, the CBT is described as the effective and efficient monitoring of the academic performances of learners/candidates using modern technological facilities and infrastructure towards the realization of a defined goal When compared to traditional paper-pencil testing, using CBT can enhance students' testtaking motivation, self-efficacy, test perception, and test performance (Nardi & Ranieri, 2018;Rolim & Isaias, 2019;Olumese, 2019;Gu, Ling, Liu, Yang, Kardanova & Loyalka, 2020;Jimoh, Bamiro, Akapo, Ibrahim, & Ismaila, 2020;Olaniyan-Shobowale, Bamiro, Salau & Yahya, 2021;Abanobi, 2022;Olufuwon, Bamiro, Akudo, & Anagun). In order to establish a valid and reliable CBT, similar test results should be established for the conventional Paper-Based Testing (PBT) and its Computer-Based mode, according to the International Guidelines on Computer-Based Testing (International Test Commission, 2004).…”