Impact of Computer-Based Testing (CBT) on University Semester Examinations in Nigeria

Abstract

This study analyzed the impact of implementing Computer-Based Testing (CBT) on university semester examinations in Nigeria, specifically evaluating its institutional efficacy and its direct influence on student performance. The study adopted a quantitative research method utilizing a cross-sectional survey design. The target population structurally encompassed the critical stakeholders of the university examination ecosystem across eight selected universities. A composite sample size of 384 respondents was established, comprising 24 University Examination Officers (3 selected per institution), 24 CBT Center Managers & System Administrators (3 selected per institution), and 336 undergraduate students (42 selected per institution) to ensure all dimensions of automated testing were evaluated by the appropriate personnel. Primary data were collected via a structured instrument titled "Computer-Based Testing on University Semester Examination Questionnaire (CBTUSEQ)" and analysed using descriptive statistics, including frequencies, percentages, and mean scores, based on a 2.50 threshold decision rule.  The findings revealed that CBT profoundly impacts institutional assessment frameworks by enhancing administrative efficiency, accuracy, consistency, and result reliability, while actively curbing physical examination malpractices, bias, and missing scripts. Furthermore, the study demonstrated that CBT significantly influences student performance by compelling thorough academic preparation due to the elimination of cheating opportunities, speeding up result turnaround times, and fostering crucial technical skills among undergraduates. The study concludes that while the transition from Paper-Based Testing (PBT) to CBT represents a major step forward for academic integrity and logistical optimization, its success remains vulnerable to structural barriers. Consequently, it is recommended that university managements invest heavily in robust backup power infrastructures, expand standard workstation capacities to match growing student populations, and implement continuous digital literacy orientation programs for incoming students to eliminate technophobia.