Perception of Pre-Service Undergraduate Teachers on Computer-Based Examination in Niger State, Nigeria

Abstract

The importance of students’ perspectives on educational practices is considered as critical insights to educational classroom practice and help in providing vital information for effective learning experiences. Therefore, this study focused on the perception of Pre-service undergraduate teachers on computer-based examination (CBE) in Niger state. The study was guided by 3 research questions and two hypotheses which was tested at 0.05 significant level. The study was adopted a cross-sectional descriptive survey design. The population was all pre-service public undergraduate teachers studying Biology Education. Using simple random sampling 200 students were selected as the sample for this study. The sample was made up of 90 male and 110 females. The instrument for data collection was a perception of computer-based examination questionnaire (PCEQ). The instrument was a 4-point rating scale questionnaire. The PCEQ was validated by 2 experts in educational technology and 1 expert in psychometric. The PCEQ yield reliability of 0.74 after pilot testing, which was considered adequate for this study. The findings of the study indicate that pre-service public undergraduate teachers have a positive perception of CBE students’ age and gender have no significant influence on the perception of CBE. The findings have implications for theory and practice. It was recommended among others that university authorities should provide a conducive atmosphere for the conduct of CBE