A Comparison Of Performance Of Radiography Students On Computer Based (electronic Examination) And Written Examinations
[A CASE STUDY OF UNIVERSITY OF MAIDUGURI]

Karadeniz (2009) studied the impact of paper based, web based and mobile based assessment on students’ achievement. A group of 38 students were experimented for 3 weeks. Significant differences were found between the scores achieved by the students in second week but not in first week. The paper revealed that students had positive attitude towards web based and mobile based assessment due to ease of use, comprehensive and instant feedback. Moreover, most favoured tests were web based and the least favoured were paper based.
Tella and Bashorun (2012) found students to have positive attitude toward technology usage within an academic setting. Burns (2013) in her report on BBC News education identified that lack of computer ownership due to poverty also causes poor performance at school. According to Van Dijk (2012), motivation to own a computer increases fast due to largely technological diffusion in the society. Hence students are motivated and compulsion in some instance by faculty to own a computer as a prerequisite to their registration as university students, and these show a great deal in their computer ownership as the university is moving towards a smart society.
Overall, research on the comparability of computerized and paper-and-pencil assessments suggests that mode of administration has very little effect on students’ performance (Moe, 2009; Schroeders, 2009; Sórenson and Andersen, 2009; Bennett et al., 2008; Wang et al., 2007; Horkay et al., 2005; Poggio et al., 2005). Paek’s (2005) summary of comparability studies found that out of 97 cases, the results of computer-based and paper-and-pencil tests were comparable in 74 cases; in eight cases, the computer-based test appeared to be more difficult; and in 15 cases, the paper-and-pencil test appeared to be more difficult. The Texas Education Agency (2008) noted, however, that even a small effect can have significant consequences. For example, the Agency pointed out that a mode difference of even one point on a test can result in a substantial number of students not passing because they took the test in a different mode. Several studies have also found that even when overall test score differences between the two modes of administration are not significant, certain items may be more affected by mode of administration than others (Kim & Huynh, 2007; Higgins et al., 2005; Johnson & Green, 2004; Choi and Tinkler, 2002).
In relation to this, Electronic Test Company (ETC) introduced Computer based test into Nigeria education system for universities, schools, and companies. The introduction of CBT enables educators and trainers to author, schedule and deliver tests and examinations. As at 2011, ETC centers have locations at; University of Ilorin , Kwara State, Oba Akran Avenue Ikeja, Lagos, University of Lagos, Lagos, University of Agriculture, Makurdi, Federal University of Technology, Minna, University of Maiduguri, University of Ibadan, Oyo State. Additional centers’ are currently under construction all over Nigeria with expectation to have up to 25,000 computers located in various centres throughout the country (Oladipo 2009; cited by Olumorin et al., 2013).