Comparability of computer based and paper & pencil test on students’ performance in educational assessment course at the Federal University Gusau, Nigeria

Introduction: Computer-Based Test (CBT) is being adopted for assessment by many institutions in Nigeria due to increase in students’ population, expansion of work demands from academic staff, and advances in Information and Communication Technology (ICT). Purpose: This study investigated the comparability of Computer Based Test (CBT) and Paper-Pencil Test (PPT) on students’ scores in Educational assessment course at Federal University Gusau, Zamfara State. Methodology: The study adopted the repeated measures design. The population for this study comprised of all undergraduate students of Federal University Gusau. The target population comprised of all the 450 registered 300 level undergraduate students from Faculty of Education, Federal University Gusau during 2021/2022 academic session. All the students were purposively selected for the study. Two instruments were used for data collection: The Multiple Choice Test in Test and Measurement (MCTTM) used for PPT and CBT had acceptable content validity coefficient of correlation of 0.69 percent and split-half reliability coefficient of 0.81, while the ICT Competence Questionnaire developed for obtaining information on students’ competence in and attitude to ICT had test re-test reliability coefficient of 0.78 and 0.81 respectively. Data collected were analyzed using descriptive and inferential statistics. The hypotheses formulated for the study were tested at 0.05 alpha level of significance. Results: The findings of the study revealed that Federal University Gusau undergraduate students have little competence in ICT. It also revealed significant difference in students’ scores in CBT and PPT in an educational assessment course. The difference is in favour of PPT with mean score of 48.72. The study also revealed no significant effect of gender on students’ scores on the two modes of testing. In addition, significant relationships also exist among students’ competence in, attitude to ICT and their performance in CBT. Recommendation: The study therefore recommended that educators should encourage the use of the adequate ICT facilities for teaching and learning. This will not only motivated the learners in learning but also prepare them for CBT