Thesis
Digital divide and its impact on the performance of students taking high-stake computer-based university entrance examination in Nigeria
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2023
- Thesis identifier
- T16792
- Person Identifier (Local)
- 201963424
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Using computers for assessment has various advantages for both educators and test takers. However, the literature has no consensus on the impact of ICT individual differences on CBT performance and experience. As a result, additional evidence is required, particularly for students from digitally divided regions. In Nigeria, the Unified tertiary matriculation Examination (UTME), a large-scale university admission examination, was fully computerised in 2015. However, the learning mode in most high schools does not align with the computer-based assessment method adopted for the high-stakes examination, resulting in a potential disadvantage for some applicants. This study investigated ICT-related individual differences (computer familiarity and computer-based tests anxiety and attitudes) among secondary school students taking large-scale high-stake CBT university entrance examinations in Nigeria and its effects on their performance on the test. In order to achieve this aim, we conducted a review of relevant literature, conducted two quantitative surveys and a qualitative enquiry. The quantitative study’s findings revealed significant variations in the access and use of computers among students taking UTME, especially when comparing students in publicly owned and privately owned schools. Furthermore, computer familiarity positively correlates with students’ performance in UTME. However, computer attitude and anxiety before and after UTME were moderate and had no significant relationship with test performance. The qualitative study explores the students’ experiences in more depth and gains more insights into the factors contributing to their attitudes and anxiety. This thesis thoroughly describes the procedure above and its results. This study underlines the necessity of addressing the digital gap in education in Nigeria by demonstrating inequalities in access to technology and infrastructure among students taking high-stake computerised examinations in Nigeria and its impact on their performance.
- Advisor / supervisor
- Lennon, Marilyn
- Pennington, Diane Rasmussen
- Resource Type
- DOI
- Funder
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PDF of thesis T16792 | 2023-12-20 | Público | Descargar |