ISSN: 2226-6348
Open access
This study explores students’ perception on the role of computer based test in curbing examination malpractice among undergraduate students of Federal University Gusau, Zamfara state. The objectives of the study was to identify the factors that causes students to engage in examination malpractice, identify the challenges faced by students in the conduct of computer based test and explore the role of Computer based test in curbing examination malpractice among the students. The study adopted survey research design. The population of the study consists of 2001 level 100 students of the University out of which a sample of 322 was drafted as sample using stratified sampling technique. A researcher made questionnaire titled “the Role of Computer Based Test in Curbing Examination Malpractice (RCBTCREM) was used as data collection tool. Collected data was analyzed using descriptive statistics. Findings of the study revealed that quest for higher grade, societal emphasis on certificate, poor study habit, lack of self-confidence and poor teaching facilities are the major factors that causes undergraduate students to engage in examination malpractices. On the other hand, lack of basic computer knowledge and skills, none familiarization with computer based test and phobia in using the computer were found to be the major challenges faced by students in the conduct of computer based. Findings of the study further revealed that the use of computer based test serves as a viable tool in curbing the rate of candidate impersonation, copying other peoples’ work, collusion among candidates, favorable award of marks, leaking of examination question papers and illegal assistance to students. The study recommended the use of CBT by external examination bodies and institutions of higher learning.
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In-Text Citation: (Muhammad & Hayyo, 2023)
To Cite this Article: Muhammad, A. S., & Hayyo, D. (2023). Students’ Perception on the Role of Computer Based Test in Curbing Examination Malpractice. International Journal of Academic Research in Progressive Education and Development, 12(1), 1643–1651.
Copyright: © 2023 The Author(s)
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