CHALLENGES OF 2018 COMPUTER BASED TEST (CBT) JAMB EXAMINATION FOR SENIOR SECONDARY SCHOOL STUDENTS’ ACADEAMIC PERFORMANCE IN ANAMBRA STATE, NIGERIA - 研究摘要与方法结果

Sep 4, 2026

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The study examined challenges of the 2018 Computer Based Test (CBT) JAMB examination affecting senior secondary students’ academic performance in Anambra State, Nigeria. Three research questions and one hypothesis guided the work. A descriptive survey design was used, with 650 final-year students as the population and a sample of 325 drawn through simple random sampling across three education zones. Data were collected using a 20-item researcher-developed questionnaire, validated by experts and analyzed with mean and t-test.

LanguageEnglish

CategoryExam

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Education and assessment context

Definition and concepts of CBT

Nigeria’s shift from PPT to CBT

Purpose and expected outcomes

| doi: 10.5281/zenodo.3269149 | Volume 6 │ Issue 3 │ 2019 | | --- | --- | CHALLENGES OF 2018 COMPUTER BASED TEST (CBT) JAMB EXAMINATION FOR SENIOR SECONDARY SCHOOL STUDENTS’ ACADEAMIC PERFORMANCE IN ANAMBRA STATE, NIGERIA Okoye Faith Ogechukwui Dr., Department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria Abstract: The study investigated the challenges of 2018 Computer Based Test (CBT) Jamb examination for senior secondary school students’ academic performance in Anambra State. Three research questions and one hypothesis guided the study. Descriptive survey research design was adopted. 650 senior secondary final year students constituted the population of the study; while simple random sampling was used to obtain 325 as the sample, spread across the three Education Zones of the area. A 20 item questionnaire developed by the researcher was used for data collection. The validation of the instrument was done by three experts, two in Educational Management and Policy and an expert in Measurement and Evaluation Unit of Educational Foundations Department of Nnamdi Azikiwe University, Awka. Data obtained were analyzed through mean and t-test statistic. The findings indicate that some challenges such as lack of infrastructural facilities, insufficient accommodation, equipment, power outage, incompetence on the part of the examinees among others affect the academic performance of senior secondary school entrants during CBT Jamb examinations. Gender has no significant effect on the challenges experienced by the students since computer facilities provided for male and female candidates to the examination centers are the same. Based on the findings, the study recommends among others that there should be enhanced provision of infrastructural facilities, improved power supply and proximity of examination centers to candidates’ place of domain/residence. Keywords: CBT, Jamb examination, secondary school, academic performance i Correspondence: email [fo.okoye@unizik.edu.ng](fo.okoye@unizik.edu.ng) Copyright © The Author(s) . All Rights Reserved. © 2015 – 2019 Open Access Publishing Group 266 1. Introduction Education is considered a fulcrum of capacity building geared towards national growth and development in every generation. Based on the premium placed on the dividends of credible education, the need to ascertain the performance of students at the end of their academic endeavour is desirable. Thus, Nigeria among the global world nations presently transited from the analogue method to digital system of evaluating secondary school student’s performance in external examinations. Secondary school education according to the National Policy on education (FRN, 2004) is the education children receive after primary school and before tertiary stage geared towards useful living within the society and higher education. At the final year of secondary education, students are exposed to the digital medium of assessment using Computer Based Test (CBT) for Joint Admission and Matriculation Board (JAMB) examination. CBT has been widely defined by scholars as “assessment that are administered by computer in either stand-alone devices linked to the internet or world-wide-web (www), most of them using multiple choice questions”(Oduntan, Ojiawo and Oduntan, 2015) . Concurring with this, Obioma, Junaidu and Ajagun (2013) view CBT or eassessment as an electronically programmed test, coded, recorded and evaluated with very fast result for admissions into tertiary institutions in developed and developing societies. In their views, they opined that automated assessment if carefully designed can comprehensively and reliably assess students in the three domains of learning: cognitive, psychomotor and affective. Other names for CBT include Computer Assisted Testing (CAT), Computerized Assessment, Computer Aided Technology (CAA) Computer Based Assessment (CBA), Online Assessment, West-Ba

FAQs

What was the focus of the 2018 CBT JAMB study in Anambra State?

The study investigated challenges of the 2018 Computer Based Test (CBT) JAMB examination and how they relate to senior secondary school students’ academic performance in Anambra State.

How were research data collected and analyzed?

A 20-item questionnaire was developed for data collection, validated by experts, and the responses were analyzed using mean and t-test statistics.

Which challenges were found to affect students’ performance in CBT JAMB exams?

Challenges included lack of infrastructural facilities, insufficient accommodation and equipment, power outages, and incompetence on the part of examinees.

Sep 4, 2026

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