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PERCEPTION OF PRE-SERVICE UNDERGRADUATE TEACHERS ON COMPUTER-BASED EXAMINATION IN NIGER STATE, NIGERIA
Abstract:
Computer-based examinations have gained significant attention in educational institutions worldwide, including Nigeria, due to their potential to enhance assessment practices. This study aims to explore the perception of pre-service undergraduate teachers in Niger State, Nigeria, regarding computer-based examinations. The research investigates their attitudes, beliefs, and experiences towards computer-based examinations, as well as the challenges they encounter during the transition from traditional paper-based examinations to computer-based formats.
The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from a sample of pre-service undergraduate teachers in Niger State. The participants' perceptions will be assessed through Likert-scale questionnaires, which will measure their attitudes towards computer-based examinations, perceived benefits, and concerns. Additionally, semi-structured interviews will be conducted to obtain in-depth insights into their experiences, challenges, and suggestions for improvements.
The findings of this research will provide valuable information about the perception of pre-service undergraduate teachers in Niger State towards computer-based examinations. The study will shed light on their level of readiness, potential barriers, and areas of concern when it comes to adopting computer-based assessment methods. Moreover, it will explore the advantages they perceive in using computer-based examinations, such as increased efficiency, improved test security, and enhanced feedback mechanisms.
The research outcomes will contribute to the existing literature on computer-based examinations in the Nigerian context, specifically focusing on pre-service undergraduate teachers. The findings will inform educational policymakers and institutions about pre-service teachers' perspectives and help them develop appropriate strategies to address potential challenges during the implementation of computer-based assessments. Additionally, the study will provide recommendations for training programs, infrastructure development, and support mechanisms to ensure a smooth transition from traditional examination methods to computer-based formats.
Keywords: perception, pre-service teachers, undergraduate education, computer-based examination, Niger State, Nigeria.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
PERCEPTION OF PRE-SERVICE UNDERGRADUATE TEACHERS ON COMPUTER-BASED EXAMINATION IN NIGER STATE, NIGERIA. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
