THE EFFECT OF COMPUTER-BASED TESTING (CBT) ON STUDENTS' ACADEMIC PERFORMANCE AND EXAMINATION OUTCOMES

TOPIC IS SUITABLE FOR:
1. Department of Educational Technology
2. Department of Educational Psychology
3. Department of Educational Foundations
4. Department of Measurement and Evaluation

TOPIC: THE EFFECT OF COMPUTER-BASED TESTING (CBT) ON STUDENTS' ACADEMIC PERFORMANCE AND EXAMINATION OUTCOMES

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 
1.2 Statement of the Problem 
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study 
1.8 Definition of Terms  
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual Framework 
2.2Theoretical Framework 
2.3 Empirical Review 
2.4 Summary of Literature Review
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of Instrument
3.7 Reliability of Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
3.10 Ethical Consideration
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Presentation
4.2 Analysis of Research Questions
4.3 Test of Hypotheses
4.4 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Studies
References
Appendix

ABSTRACT
This study was carried out to examine the effect of Computer-Based Testing (CBT) on students' academic performance and examination outcomes among undergraduate students of the University of Port Harcourt. The study was specifically carried out to assess the effectiveness and reliability of Computer-Based Testing in the conduct of examinations, determine the extent to which Computer-Based Testing influences examination outcomes among undergraduate students, examine the effect of Computer-Based Testing on the academic performance of undergraduate students, and investigate the challenges associated with the use of Computer-Based Testing in examinations. The study employed the descriptive survey research design. The study population comprised 38,450 undergraduate students of the University of Port Harcourt, while a total of 396 respondents were selected as sample size using the Taro Yamane formula. Out of the 396 questionnaires distributed, 376 were returned and 376 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, standard deviation, and Pearson Product Moment Correlation (PPMC) with the aid of SPSS version 25. From the responses obtained and analyzed, the findings revealed that Computer-Based Testing significantly improves the effectiveness and reliability of examinations conduct at r = 0.71, p = .000. The study also showed that Computer-Based Testing significantly influences examination outcomes among undergraduate students at r = 0.68, p = .000. Likewise, Computer-Based Testing was found to have a significant effect on the academic performance of undergraduate students at r = 0.73, p = .000. Furthermore, the study revealed that poor internet connectivity, power outages, limited computer literacy, technical failures, inadequate computer facilities, and computer-related anxiety are major challenges associated with the use of Computer-Based Testing in examinations. The study concluded that Computer-Based Testing significantly improves the effectiveness and reliability of examinations, positively influences examination outcomes, and enhances the academic performance of undergraduate students despite the challenges associated with its implementation. The study therefore recommends that university management should invest in modern Computer-Based Testing infrastructure, provide regular digital literacy training for students, ensure stable internet connectivity and power supply during examinations, and establish effective technical support systems to enhance the successful implementation of Computer-Based Testing in higher institutions.
Keywords: Computer-Based Testing, Academic Performance, Examination Outcomes, Examination Reliability, Undergraduate Students, Digital Assessment.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Educational technology has brought about changes in the delivery of tertiary education, assessment of learning and administration of education. To enhance the efficiency, accessibility and administrative coordination in the educational process, Universities are increasingly using digital systems. Incorporation of technological innovations in higher education has also changed the way that learning outcomes are assessed and documented. Daniel et al. (2021) stated that computer mediated learning environments play a great role in the academic engagement and intellectual development of students. Similarly, Lukmon (2021) noted that computer based instructional strategies encourage active participation and boost learners' retention. Digitalization of educational practices has also stimulated institutions to modernize assessment practices in keeping with the advancement of technology in the world. Onah et al. (2024) noted that web based academic systems have improved the delivery of instruction and encouraged students' interest in technologically driven learning environments. This development has, in turn, brought more focus on the use of technology for examination systems in higher education institutions.
As digital technologies have become more prevalent in educational institutions, there has been a growing impetus to use Computer Based Testing (CBT) as an alternative to examination administration. Computer Based Testing is the administration of tests using a computer-based platform that displays, answers, processes and scores the test electronically. The system is known for its speed, flexibility and ability to accommodate large scale examinations with enhanced operational coordination. According to Abah et al (2022), Computer Based Testing is a well-structured electronic examination system that can assist in the proper management of examinations in educational institutions. Likewise, Muhammadu and Usman (2025) affirmed that the implementation of computer based exams in schools in Nigeria has boosted the modernisation of the schools and facilitated the uptake of technology by students. Okocha (2022) also noted that students' perceptions of Computer Based Testing are generally positive due to the convenience and quick feedback system. Similarly, Egbe et al. (2023) claimed that students' experience with Computer Based Testing (CBT) impacts on their acceptance and participation in examination process.
In the light of the widespread of Computer Based Testing (CBT), academic interest in the impact of the CBT on examination results and students' academic performance has been growing. Examination outcomes are the measurable outcomes of the assessment processes such as scores, grading accuracy, completion rate and consistency of performance. Academic performance, on the other hand, is the overall achievement of the students in learning activities as manifested by their examination scores and educational attainment. Yap and Labitad (2024) provided explanation that computer-based testing can have a positive impact on student performance as long as they are familiar with the computer interface. Similarly, Shehu et al. (2025) argued that digital literacy and examination mode have significant impact on students’ achievement in technology driven assessments. Chikezie et al. (2026) further highlighted that students' assessment mode preferences can impact their self-efficacy, confidence in exams, and overall academic performance. In another plane, Aremu and Udofia (2025) reported that digital literacy skills make significant impact on undergraduate students' academic performance in technology-driven education systems. The submissions reveal that Computer Based Testing is more and more linked to universities' academic evaluation processes.
The increased reliance on Computer Based Testing in tertiary institutions in Nigeria has also reignited interest in an analysis of its effectiveness, reliability, and operational characteristics among undergraduate students. The effectiveness of Computer Based Testing is the degree to which the examination system is able to assess students' knowledge accurately and efficiently, and the reliability of the examination system is the consistency and dependability of the examination results obtained by using the computer-based examination system. Undergraduate students tend to link Computer Based Testing with better coordination of examinations and assessment management in the higher education institutions as reported by Zakariya et al. (2026). Moreover, Israel et al. (2024) noted that the use of computerized examinations has led to a constant review of examination procedures and technological administration in the institutions. Ukwueze and Uzoagba (2021) also noted that students' ICT literacy and readiness are also key factors in the effective use of Computer Based Testing systems. Additionally, Abdulkareem and Lennon (2023) posited that the availability of digital facilities affects the experience of students in Nigeria in the context of computerized examination. Thus, the rise of Computer Based Testing in the institutions has made this system as a pivotal part of the undergraduate examination administration and academic evaluation.

1.2 Statement of the Problem
The trend of Computer Based Testing in Nigeria tertiary institutions has changed the conventional way of conducting examinations and academic assessment. In today's world, universities are using computerized assessment systems to a great extent to take entrance exams, semester exams and other academic exams. The system is considered as a modern system in the management of examinations but issues continue to be raised about the effectiveness and reliability of the system in accurately assessing students' academic capabilities. Okocha (2022) reported that students' perceptions of Computer Based Testing (CBT) are not the same, especially in terms of the usability and experience of the exam. Likewise, Zakariya et al. (2026) noted that technological familiarity and preparedness are factors affecting undergraduate students' acceptance of computerized examinations. These experiences have raised questions about the reliability and fairness in the results of the exams using CBT for all undergraduate students.
Another major concern is how much Computer Based Testing affects students' academic performance and overall examination results in higher education institutions. The results of examinations should be a reflection of the learning outcomes, intellectual competence and readiness of the students in various fields of learning. But the shift from paper-based exams to computer-based testing has raised an ongoing discussion about students' adaptability, and their consistency in performance on computer-based tests. Digital literacy and examination mode are found to have significant impact on students' achievement in assessment as reported by Shehu et al. (2025). Yap and Labitad (2024) also argued that student's knowledge of the computerized examination interfaces has a significant impact on their performance. The exposure of university students to digital technologies varies and this may impact the speed, accuracy, confidence, and ability to finish the test during Computer Based Testing in Nigeria's educational system. As a result, there is still doubt about the impact of Computer Based Testing (CBT) on students' academic achievement in tertiary institutions.
The practical issues of Computer Based Testing have also increased the demand for more research into the administration and examination process. Computerized testing relies on the stability of technological infrastructure, reliable software systems, functioning computer facilities and computer competence of users. According to Abdulkareem and Lennon (2023), the inequities in digital access have a considerable impact on digital experiences of the students in Nigeria. Furthermore, Israel et al. (2024) pointed out various challenges that arose during the implementation of Computer Based Testing, especially in professional exams. Ukwueze and Uzoagba (2021) also emphasized that ICT literacy and readiness are still crucial factors in students' effective engagement in a Computer Based Testing environment. These conditions show that the implementation of Computer Based Testing is not only about digitizing examinations but also a number of technological and human factors.
This study is thus needed as the use of Computer Based Testing (CBT) is becoming a key tool for assessment, grading and certification in tertiary institutions. With the proliferation of computerized testing in universities, there is a need for empirical study of the effectiveness, reliability, impact on academic performance, and operational issues of such testing. The outcome of this study is hoped to provide valuable pieces of academic evidence that could help educational administrators, examination bodies, and institutional policy makers in improving Computer Based Testing procedures and examination administration in Nigerian universities.
1.3 Objective of the Study
The main purpose of this study is to make research on the the effect of computer-based testing (CBT) on students' academic performance and examination outcomes
The specific objectives are:
1.Assess the effectiveness and reliability of Computer-Based Testing in the conduct of examinations.
2.Determine the extent to which Computer-Based Testing influences examination outcomes among undergraduate students.
3.Examine the effect of Computer-Based Testing (CBT) on the academic performance of undergraduate students.
4.Investigate the challenges associated with the use of Computer-Based Testing in examinations
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of computer-based testing (CBT), the concept of students’ academic performance, the concept of examination outcomes, the use of computer-based testing in educational assessment, advantages and challenges of computer-based testing, and the effect of computer-based testing on students’ academic performance and examination outcomes. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a descriptive survey research design.
Population of the Study: The population of the study comprises all undergraduate students of the University of Port Harcourt, Rivers State, Nigeria.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 396 participants.
Sampling Technique: The study employed stratified and purposive sampling techniques to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Product Moment Correlation (PPMC), were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION, ANALYSIS AND INTERPRETATION
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that Computer-Based Testing (CBT) is effective and reliable in the administration of examinations among undergraduate students of the University of Port Harcourt, as evidenced by a grand mean of 3.92, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.71, t-value of 19.53, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that Computer-Based Testing significantly influences examination outcomes among undergraduate students of the University of Port Harcourt, as evidenced by a grand mean of 3.91, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.68, t-value of 17.94, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that Computer-Based Testing has a significant effect on the academic performance of undergraduate students of the University of Port Harcourt, as evidenced by a grand mean of 3.92, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.73, t-value of 20.66, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that several challenges are associated with the use of Computer-Based Testing in the conduct of examinations among undergraduate students of the University of Port Harcourt, as evidenced by a grand mean of 3.99, which is above the acceptance benchmark of 3.00. The major challenges identified include poor internet connectivity, power outages, limited computer literacy, technical failures, inadequate computer facilities, and anxiety associated with computer use during examinations

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Studies

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