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Preservice Economics Teachers Perception And Attitude Towards The Use Of Computer-based Test For Assessment
[A CASE STUDY OF UNIVERSITY OF ILORIN]
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In many developed countries, nearly all schools are equipped with the
infrastructure to conduct ICT mediated teaching and learning. Positive
teacher attitudes towards computing are critical if computers are to be
effectively integrated into the school curriculum. A major reason for
studying teachers' attitude towards computer use is that it is a major
predictor for future computer use in the classroom (Myers &Halpin,
2002). Khine (2001) studied 184 pre-service teachers and found a
significant relationship between computer attitude and its use in the
institution. This finding was corroborated by Yuen and Ma (2001) who,
used the Chinese Computer Attitude Scale for Teachers (CAST), found that
216 secondary teachers in Hong Kong had reported the instructional use
of computers and their results revealed that affective attitudes,
general usefulness, behavioural control, and pedagogical use to be
significant in determining the use of ICT. Kumar and Kumar (2003)
reported that most teachers believe that the amount of computer
experience has a positive effect on attitude towards computers. Jackson,
Ervin, Gardner and Schmitt (2001) indicated that female users, compared
with males, are more inclined to hold negative reactions to computers
and such differences may have resulted in the different ways of using
computers.
In achieving excellence in schools, it is important to
ensure that teachers are able to integrate technology into the
curriculum. As such, the groundwork must be laid at the trainee or
pre-service teacher's level. To do otherwise is to produce future
teachers with underdeveloped skills in the use of technology. In the
course of their training, pre-service teachers should be provided with
the tools and experiences that will be useful for the regular activities
in their future job: classroom instruction, research, and problem
solving. Using technology enables pre-service teachers to arrange their
environment and adjust their instructional strategies (Zhang &
Espinosa, 1997). On the part of teacher educators, there is a need to
understand the dimensions that influence pre-service teachers' attitudes
towards computers as a means for effective development of teacher
training curriculum that will prepare teachers to face the challenges in
the information age (Fisher, 2000).
Researchers on adaptive testing
suggested that it was possible to maintain equivalent reliability,
while cutting the test length in half. Adaptive computer based test has
greater challenges for development and maintenance with psychometric
methods required to conduct adaptive testing are more complex than the
traditional classical test theory methods. The test delivery method that
is more challenging to explain to candidates, the Board, and other
stakeholders. Due to the greater complexities, adaptive testing is more
expensive to maintain and can only be conducted on exam programs with
large numbers of examinees.Random computer-based test approach is a test
delivery that can be seen to be a variation of the fixed computer based
test, the same fixed set of items may be administered in both
approaches.
Random computer-based test offers a slight test
security advantage by randomizing the item order with one potential
security benefit of the random computer-based test method which is
randomized in order, and particularly the difference in initial items,
may cause examinees to assume that they have been given different tests.
It reduces the examinee passing item information on to future
test-takers. If two examinees are testing at the same time, the items
displayed on their computers at any given point are not likely to be the
same items. Random computer-based test are like fixed and are typically
based on classical test theory and are fairly simple to implement.
Random delivery method of choice for an exam program in which
maintaining a fixed item order is considered valuable may not be valued.
Fixed computer-based test approach is mostly the commonly used delivery
method for small certification and licensure exam programs. Like
paper-based test, fixed computer-based test is usually based on
classical test theory, which is the traditional approach to measurement.
Its major advantage is that it is the simplest method for an exam
program to be implemented and also the easiest approach to explain to
exam program stakeholders.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT COMING SOON ... Continue reading---
APPENDIX A - [ Total Page(s): 2 ]APPENDIXUNIVERSITY OF ILORINFACULTY OF EDUCATIONINSTITUTE OF EDUCATIONQUESTIONNAIRE ON PRESERVICE ECONOMICS TEACHERS PERCEPTION AND ATTITUDE TOWARDS THE USE OF COMPUTER-BASED TEST FOR ASSESSMENT IN UNIVERSITY OF ILORINDear Respondent,The objective of this questionnaire is to elicit information on Pre-service economics teachers perception and attitude towards the use of computer-based test for assessment in university of Ilorin. The information provided will be treated as strictly confidential an ... Continue reading---
CHAPTER ONE - [ Total Page(s): 5 ]This study might as well enlighten lecturers on the uses of computer-based test and paper-based test.Examination bodies like the West African Examination Council, the National Examination Council and the Joint Admissions Matriculation Board may find the result of this study useful to them during their policy formulation and implementation with regards to test. The result of this study may prompt examination bodies in Nigeria to use computer-based test. Examinations and professional bodies will a ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]The research instrument wasvalidated by the researcher’s supervisor and
three lecturers from the Department of Social Science Education,
University of Ilorin, Nigeria. The face and contents validation of the
instrument was done to ensure that items in the questionnaire are
appropriate and suitable to assess exactly what it is meant for. The
reliability of the instrument was determined by administrating the
instrument on 10 randomly selected pre-service teachers from Social
S ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 5 ]Summary of FindingThe following finding findings were derived from the study through research questions;1. Pre service Economics teachers’ perceived CBT to be usefulness for assessment in University of Ilorin.2. Pre service Economics teachers’ perceived CBT to be easy to use for assessment in University of Ilorin3. The attitude of Pre service Economics teachers’ towards the use of CBT for assessment in University of Ilorin is not positive. ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 2 ]ConclusionIn light of this, the study discovered that though CBT is usefulness and easy to use but students still have a negative attitude towards it due to factors like anxiety and computer competency.RecommendationsBased on the findings and conclusions, the following recommendations were made:1. Nigerian universities should improve the efficiency of computer-based test to increase its credibility.2. Lecturer sand students should be encouraged on the use of computer- based test irre ... Continue reading---
