Computer Based Technology (CBT) Assessment implementation in a Nigerian Higher Institution and a Lecturer’s Work Stories: Implication for E-Counselling

Ifeyinwa Osegbo, Vera Nwadinobi


 Computer based Technology (CBT) assessment is a new practice in the conduct of examinations in Nigeria but it has its problems.  Many societies have accepted information technology as the way the world is moving, therefore this study aimed at investigating Lecturers perception of innovative computer based assessment format in a Nigerian College of Education.  Participants included 200 lecturers, 120 male and 80 female. The age range was between 30 and 64 years. They were randomly selected purposively from five schools in a college of Education in Nigeria. The design adopted was a cross-stage mixed-model design. Oral interview, structured questionnaire and focus group discussions were used to collect data.  Measured accessibility variable showed that 98% of lecturers have access to computer. However results on the knowledge requirements and usage variable revealed that many lecturers do not have adequate ability level in the use of computer especially the chief lecturers and older lecturers. The most challenging aspect of CBT assessment was found to be the Authoring Manager in transporting the questions to Qpack.  The findings of this study has implications for E-Counselling and attitudinal change.  Most Nigerian lecturers’ ability in the usage of computer is very low even though most of them have access to computers.  This could be linked to their attitude and perception towards the innovative CBT assessment which is that it is not necessary and should be discouraged. This calls for E-Counselling with emphasis on CBT assessment for optimal service delivery and international best practices in Nigerian higher institutions.


CBT assessment, lecturers, work stories, higher institutions

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International Journal of Advanced Corporate Learning (iJAC) – ISSN: 1867-5565
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