Logo

projectwaka-Logo

hello@projectwaka.com

Donate to support
Logo

Home / Medical Radiography / 307836pw/ Chapter Four

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

    Request Complete PDF Copy on WhatsApp

    • CHAPTER FOUR -- [Total Page(s) 12]

    Page 10 of 12

    Previous   6 7 8 9 10 11 12    Next

    • COMPARISON    BETWEEN    COMPUTER    BASED EXAMINATION (CBE) AND PAPER-PEN EXAMINATION (PPE)
      Majority of the respondents 80(46.8%) strongly agree, 35(20.5%) agree that they feel threatened by the CBE compared to the PPE and 31 (18.1%) disagree, 13(7.6%) neither agree nor disagree while only 12(7.0%) of the respondents strongly disagree with the above statement.
      Also 67(39.2%) of the respondents disagree that CBE Performance was better than the PPE and 51(29.8%) agree while 38(22.2%) strongly agree and 15(8.8%) of the respondent neither agree nor disagree.
      Majority of the respondents 55(32.2%) disagree, 50(29.2%) neither agree nor disagree, 43(25.1%) strongly agree that the score obtained in CBE is fair and ensure objectivity and 23(13.5%) agree with the statement above.
      Also 116(67.8%) of the respondents agree that the knowledge of some basic computer skills are required for writing CBE and 41(24.0%) strongly agree while 14(8.2%) of the respondent strongly disagree.
      Majority of the respondents 60(35.1%) strongly agree, 43(25.1%) neither agree nor disagree that CBE has improved the standard of examination in our school and 29(17.0%) agree, 20(11.7%) disagree while only 19(11.1%) of the respondents strongly disagree with the above statement.
      Also 61(35.7%) of the respondents strongly agree that more students fail CBE than PPE and 49(28.7%) agree, 31(18.1%) neither agree nor disagree and 25(14.6%) disagree while 5(2.9%) of the respondent strongly disagree
      Majority of the respondents 70(40.9%) neither agree nor disagree, 56(32.7%) agree that CBE is capable of testing the performance of students more effectively than PPE and 30(17.5%) disagree, 9(5.3%) strongly disagree while only 6(3.5%) of the respondents strongly disagree with the above statement.
      Also 84(49.1%) of the respondents disagree that invigilators at the CBE centers are not competent in computer usage and 45(26.3%) agree, 36(21.1%) neither agree nor disagree while 6(3.5%) of the respondent strongly disagree.
      Majority of the respondents 54(31.6%) disagree, 48(28.1%) neither agree nor disagree that students at the CBE centers are not competent in computer usage and 31(18.1%) agree, 25(14.6%) strongly disagree while only 13(7.6%) of the respondents strongly agree with the above statement.
      Also 75(43.9%) of the respondents disagree that CBE can not replace the PPE and 49(28.7%) strongly disagree, 31(18.1%) neither agree nor disagree, 11(6.4%) while 5(2.9%) of the respondent strongly agree.
      Majority of the respondents 72(42.1%) disagree, 41(24.0%) strongly agree that inadequate electricity supply has rendered CBE ineffective in most of the centers and 39(22.8%) strongly disagree while only 19(11.1%) of the respondents neither agree nor disagree with the above statement.
      Also 50(29.2%) of the respondents disagree that it is easy for students to cheat through CBE than PPE and 49(28.7%) strongly agree, 47(27.5%) disagree while 25(14.6%) of the respondent strongly disagree.
      Majority of the respondents 66(38.6%) strongly agree, 45(26.3%) disagree that CBE saves time and 35(20.5%) agree while only 25(14.6%) of the respondents neither agree nor disagree with the above statement.
      Also 65(38.0%) of the respondents disagree that students should be given orientation on how to write CBE and 61(35.7%) strongly agree while 45(26.3%) of the respondent neither agree nor disagree.
      Majority of the respondents 72(42.1%) neither agree nor disagree, 59(34.5%) agree that the CBE was undertaken in a conducive environment for student testing and while only 40(23.4%) of the respondents strongly agree with the above statement.

    • CHAPTER FOUR -- [Total Page(s) 12]

    Page 10 of 12

    Previous   6 7 8 9 10 11 12    Next
    • ABSRACT - [ Total Page(s): 1 ]ABSTRACTTITLE: A comparison of performance of radiography students on computer based (electronic examination) and written examinations: a case study of university of Maiduguri.OBJECTIVES: To compare academic performance differences among computer based (e-exams) and paper-pen examination in some selected courses; Rad 201,Rad 331,Rad 431,Rad 531 in 2013/2014 and 2014/2015 academic sessions and to determine the students attitude towards e-examination.MATERIAL AND METHOD: The research design adopte ... Continue reading---

         

      APPENDIX A - [ Total Page(s): 1 ] ... Continue reading---

         

      QUESTIONNAIRE - [ Total Page(s): 1 ]QUESTIONNAIRESECTION A: DEMOGRAPHIC PROFILEPlease tick [√] in the spaces provided for appropriate responses.1) Age: 18-23 [    ] 24-29 [    ] 30-35 [ ]36-41 [ ] 42-47 [  ]2) Gender: male [ ] female [ ]3) Level: 200:[ ] 300L: [ ] 400:[ ] 500L: [ ]SECTION B: COMPUTER BASED EXAMINATION (CBE)Please tick [√] as appropriate in one box provided against each questions.4)    Do you Use computer in school(a) Strongly agree [ ] (b) agree [ ] (c) Neither Agree or Disagree[ ] (d) disagree ... Continue reading---

         

      LIST OF TABLES - [ Total Page(s): 1 ]LIST OF TABLESTable 4.1: Demography: Distribution of age of the participants    Table 4.2: Distribution of participants’ gender    Table 4.3: Distribution of participants’ educational level    Table 4.4: showing comparism between paper and pen exams (PPE) and electronic exams (e-exam) in Rad 201 resultsTable 4.5: showing comparism between paper and pen exams (PPE) and electronic exams (e-exam) in Rad 331 resultsTable 4.6: showing comparism between paper and pen exams (PPE) ... Continue reading---

         

      LIST OF FIGURES - [ Total Page(s): 1 ]LIST OF FIGURESFIG 4.1 showing the age distribution of the respondents    FIG 4.2 showing the gender distribution of the respondents    ... Continue reading---

         

      TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSCover page Title page    Approval page    Certification pageExaminers page   Declaration page Dedication page  Acknowledgement page Table of content   Abstract    CHAPTER ONE: INTRODUCTION1.1    background of the study    1.2    Statement of research problem   1.3    Objectives of the study 1.3    Hypothesis    1.4    Significance of the study    1.5    Scope of the study    1.6    Limitation of the study    1.7    Definitio ... Continue reading---

         

      CHAPTER ONE - [ Total Page(s): 2 ]CHAPTER ONE: INTRODUCTION1.0    BACKGROUND OF STUDYExamination is an assessment indeed to measure a test-takers knowledge, skills, attitude, fitness or classification in many other topics as defined by wikipedia (Rehmani, 2003). Examination can be either paper-pen or electronic examination (e-exam).Paper-pen examination may be defined as printed set of questions used to test somebody’s knowledge in an exam (Encarta, 2010). Ayo et al. (2007) defines e- examination as a system that †... Continue reading---

         

      CHAPTER TWO - [ Total Page(s): 6 ]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 ... Continue reading---

         

      CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREE: RESEARCH METHODOLOGY3.0    STUDY DESIGNThe research design adopted for this study is a descriptive survey method.The descriptive survey seems to ascertain students’ responses on a comparison of performance of radiography students on computer based and written examinations.3.1    SOURCE OF DATAPrimary source of data was used to collect the data.Secondary source of data was also gotten from result records data base of the department for comparison. Hence it was a mixed ... Continue reading---

         

      CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVE5.0    DISCUSSIONThe result from this study shows that out of the total 171 respondents 63(36.8%) agreed that they prefer PPE to CBE while only 15(8.8%) disagreed and also 75(43.9%) agreed that CBE can not replace the PPE while only 11(6.4%) disagreed. This result is at variance with the findings of Karadeniz (2009) who 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. Sig ... Continue reading---

         

      REFRENCES - [ Total Page(s): 1 ]REFERENCESAdegbija, M.V., Fakomogbon, M.A. & Daramola, F.O. (2012), the NewTechnologies and the Conduct of E-Examinations: A Case Study of National Open University of Nigeria. British Journals ISSN 2047-3745, Vol.3 (1), pp.60-61Adomi, E.E. and Kpangban, E. (2010), Application of ICTs in Nigerian Secondary Schools. Retrieved May 18, 2013 from http://www.webpages.uidaho.edu/~mbolin/adomi-kpangban.htmAduwa-Ogiegbaen, S. E., and Iyamu, E. O. S. (2005), Using Information and Communication Technology ... Continue reading---

         
    Request Complete PDF Copy on WhatsApp