PSYCHOSOCIAL FACTORS INFLUENCING STUDENTS ATTITUDE TOWARDS COMPUTER BASED TEST

Abstract

In recent times, the educational landscape of Nigeria has witnessed an increasing adoption of the computer-based test (CBT) for students assessment, especially in tertiary institutions. Perhaps, the phenomenon has been utilized for various purposes in the world of work. However, insinuations suggest a disparity in students attitudes towards the adoption of the system for exam purposes. Thus, the present research aims to examine computer anxiety and self-esteem as socio-psychological constructs contributing to the variation in students attitudes towards CBT in tertiary institutions. Two hypotheses were formulated to guide the study. A convenience sample of one hundred and ninety-five undergraduates pooled from various faculties in three public tertiary institutions in the Kogi state participated in the study. The respondents completed a self-report measure of attitude towards CBT, a computer anxiety scale, and the Rosenberg self-esteem scale. The result revealed that computer anxiety positively predicted the respondents attitude towards CBT. However, self-esteem negatively correlated with the students attitudes towards CBT. The study concludes that computer anxiety positively determines students attitudes towards adopting CBT for assessment purposes.