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A Comparison Of Performance Of Radiography Students On Computer Based (electronic Examination) And Written Examinations
[A CASE STUDY OF UNIVERSITY OF MAIDUGURI] -
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X2 = ∑ (O-E) 2/E = 25.8
DEGREE OF FREEDOM (Df) = (C-1) (R-1) = (8-1) (2-1 ) = 7x 1 = 7
DECISION; chi-square at 7Df at 0.05 level of significance = 9.49.since the calculated value is > critical table value. We reject the null hypothesis.
4.3 COMPUTER BASED EXAMINATION (CBE)
Majority of the respondents 87(50.9%) strongly agree, 69(40.4%) agree that they use computer in school while only 15(8.8%) of the respondents did not Agree.
About 88(51.5%) strongly Agree that they use computer at home and 40.4 %( n=69) of the respondents agreed while 8.2 %( n=14) of the respondents neither agree nor disagree.
And 39(22.8%) strongly agree, 34(19.9%) agree that that the mode of examination they took in your JAMB or UTME was CBE while 6(3.5%), 34(19.9%) and 58(33.9%) of the respondents neither agree or disagree, disagree and strongly disagree respectively.
Majority of the respondents 74(43.3%) strongly agree, 46(26.9%) agree that the mode of examination they took in their JAMB or UTME was PPE while 51(29.8%) strongly disagree
Also 89(52%) of the respondents strongly agree that CBE is easier to complete than PPE, 49(28.7%) agree, 13(7.6%) neither agree nor disagree while 20(11.7%) of the respondents did not agree.
Majority of the respondents 63(36.8%) agree, 45(26.3%) strongly agree that they prefer CBE over PPE and 15(8.8%) strongly disagree and agree with the statement above.
Also 63(36.8%) of the respondents strong agree that it is easy to log-in and begin CBE and 51(29.8%) agreed while 44(25.7%) disagree and 13(7.6%) of the respondent strongly disagree.
Majority of the respondents 85(49.7%) agree, 28(16.4%) strongly agree that it is easier to complete CBE than PPE while 49(28.7%) disagree and 9(5.3%) of the respondent strongly disagree.
About 71(41.5%) agree that “less time is required for CBE and 35.7 %( n=61) of the respondents strongly agree, while 7.6(n=13) of the respondents neither agree nor disagree, 8.8 %( n=15) strongly disagree and 6.4 %(n=11) did not agree.
Majority of the respondents 73(42.7%) agree, 45(26.3%) strongly agree that CBE score is very objective and impartial and 26 %( 15.2%) neither agree nor disagree while only 27(15.8%) of the respondents strongly disagree.
About 69(40.4%) strongly Agree that they use computer at home and 40.4 %( n=69) of the respondents agreed while 8.2 %( n=14) of the respondents neither agree nor disagree.
And 39(22.8%) strongly agree, 34(19.9%) agree that that the mode of examination they took in your JAMB or UTME was CBE while 6(3.5%), 34(19.9%) and 58(33.9%) of the respondents neither agree or disagree, disagree and strongly disagree respectively.
Majority of the respondents 74(43.3%) strongly agree, 46(26.9%) agree that the mode of examination they took in their JAMB or UTME was PPE while 51(29.8%) strongly disagree
Also 89(52%) of the respondents strongly agree that CBE is easier to complete than PPE, 49(28.7%) agree, 13(7.6%) neither agree nor disagree while 20(11.7%) of the respondents did not agree.
Majority of the respondents 63(36.8%) agree, 45(26.3%) strongly agree that they prefer CBE over PPE and 15(8.8%) strongly disagree and agree with the statement above.
Also 63(36.8%) of the respondents strong agree that “it is easy to log-in and begin CBE and 51(29.8%) agreed while 44(25.7%) disagree and 13(7.6%) of the respondent strongly disagree.
The majority 71(41.5%) of the respondents agreed that less time is required for CBE while 61(35.7%) strongly agreed, 15(8.8%) strongly disagreed, 13(7.6%) neither agree nor disagreed and only 11(6.4%) disagreed with the above statement.
Also 73(42.7%) of the respondents agree that CBE score is very objective and impartial and 45(26.3%) strong agree while 27(15.8%) strongly disagree and 26(15.2%) of the respondent neither agree nor disagreed.
Majority of the respondents 69(40.4%) agree, 56(32.7%) strongly agree that the CBE was a positive experience and 20 (11.7%) neither agree nor disagree while only 15(8.8%) disagreed and 11(6.4%) of the respondents strongly disagree with the above statement.
Also 93(54.4%) of the respondents strongly agree that they prefer receiving test result automatically using the CBE system and 37(21.6%) disagree while 22(12.9%) strongly agree and 19(11.1%) of the respondent strongly disagree.
Majority of the respondents 86(50.3%) disagree, 38(22.2%) neither agree nor disagree that the efforts expended on CBE is not really worth it and 28 (16.4%) agree while only 19(11.1%) of the respondents strongly disagree with the above statement.
Also 50(29.2%) of the respondents disagree that CBE should be cancelled because is very difficult and 37(21.6%) agree while 35(20.5%) strongly disagree and 33(19.3%) of the respondent strongly agree and only 16(9.4%) neither agree nor disagree.
Majority of the respondents 71(41.5%) strongly disagree, 61(35.7%) agree that CBE curb examination malpractices and enhances security and 24 (14.0%) neither agree nor disagree while only 15(8.8%) of the respondents disagree with the above statement.
About 67(39.2%) Agree that CBE favour hose with proper knowledge of computer and 29.2 %( n=50) of the respondents strongly agreed, 14.6% (n=25) strongly disagree, 11.7 %(n=20) neither agree nor disagree while 5.3 %( n=9) of the respondents disagree with the statement above.
Majority of the respondents 64(37.4%) disagree, 39(22.8%) agree that they still prefer PPE than CBE and 28 (16.4%) neither agree nor disagree, 21(12.3%) strongly agree while only 19(11.1%) of the respondents strongly disagree with the above statement.
Also 63(36.8%) of the respondents agree that CBE centers are generally not too conducive and 59(34.5%) strongly agree while 28(16.4%) neither agree nor disagree and 21(12.3%) of the respondent disagree.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTTITLE: A comparison of performance of radiography students on computer based (electronic examination) and written examinations: a case study of university of Maiduguri.OBJECTIVES: To compare academic performance differences among computer based (e-exams) and paper-pen examination in some selected courses; Rad 201,Rad 331,Rad 431,Rad 531 in 2013/2014 and 2014/2015 academic sessions and to determine the students attitude towards e-examination.MATERIAL AND METHOD: The research design adopte ... Continue reading---
APPENDIX A - [ Total Page(s): 1 ] ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]QUESTIONNAIRESECTION A: DEMOGRAPHIC PROFILEPlease tick [√] in the spaces provided for appropriate responses.1) Age: 18-23 [ ] 24-29 [ ] 30-35 [ ]36-41 [ ] 42-47 [ ]2) Gender: male [ ] female [ ]3) Level: 200:[ ] 300L: [ ] 400:[ ] 500L: [ ]SECTION B: COMPUTER BASED EXAMINATION (CBE)Please tick [√] as appropriate in one box provided against each questions.4) Do you Use computer in school(a) Strongly agree [ ] (b) agree [ ] (c) Neither Agree or Disagree[ ] (d) disagree ... Continue reading---
LIST OF TABLES - [ Total Page(s): 1 ]LIST OF TABLESTable 4.1: Demography: Distribution of age of the participants Table 4.2: Distribution of participants’ gender Table 4.3: Distribution of participants’ educational level Table 4.4: showing comparism between paper and pen exams (PPE) and electronic exams (e-exam) in Rad 201 resultsTable 4.5: showing comparism between paper and pen exams (PPE) and electronic exams (e-exam) in Rad 331 resultsTable 4.6: showing comparism between paper and pen exams (PPE) ... Continue reading---
LIST OF FIGURES - [ Total Page(s): 1 ]LIST OF FIGURESFIG 4.1 showing the age distribution of the respondents FIG 4.2 showing the gender distribution of the respondents ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSCover page Title page Approval page Certification pageExaminers page Declaration page Dedication page Acknowledgement page Table of content Abstract CHAPTER ONE: INTRODUCTION1.1 background of the study 1.2 Statement of research problem 1.3 Objectives of the study 1.3 Hypothesis 1.4 Significance of the study 1.5 Scope of the study 1.6 Limitation of the study 1.7 Definitio ... Continue reading---
CHAPTER ONE - [ Total Page(s): 2 ]CHAPTER ONE: INTRODUCTION1.0 BACKGROUND OF STUDYExamination is an assessment indeed to measure a test-takers knowledge, skills, attitude, fitness or classification in many other topics as defined by wikipedia (Rehmani, 2003). Examination can be either paper-pen or electronic examination (e-exam).Paper-pen examination may be defined as printed set of questions used to test somebody’s knowledge in an exam (Encarta, 2010). Ayo et al. (2007) defines e- examination as a system that †... Continue reading---
CHAPTER TWO - [ Total Page(s): 6 ]Karadeniz (2009) studied the impact of paper based, web based and mobile based assessment on students’ achievement. A group of 38 students were experimented for 3 weeks. Significant differences were found between the scores achieved by the students in second week but not in first week. The paper revealed that students had positive attitude towards web based and mobile based assessment due to ease of use, comprehensive and instant feedback. Moreover, most favoured tests were web based and ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREE: RESEARCH METHODOLOGY3.0 STUDY DESIGNThe research design adopted for this study is a descriptive survey method.The descriptive survey seems to ascertain students’ responses on a comparison of performance of radiography students on computer based and written examinations.3.1 SOURCE OF DATAPrimary source of data was used to collect the data.Secondary source of data was also gotten from result records data base of the department for comparison. Hence it was a mixed ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVE5.0 DISCUSSIONThe result from this study shows that out of the total 171 respondents 63(36.8%) agreed that they prefer PPE to CBE while only 15(8.8%) disagreed and also 75(43.9%) agreed that CBE can not replace the PPE while only 11(6.4%) disagreed. This result is at variance with the findings of Karadeniz (2009) who studied the impact of paper based, web based and mobile based assessment on students’ achievement. A group of 38 students were experimented for 3 weeks. Sig ... Continue reading---
REFRENCES - [ Total Page(s): 1 ]REFERENCESAdegbija, M.V., Fakomogbon, M.A. & Daramola, F.O. (2012), the NewTechnologies and the Conduct of E-Examinations: A Case Study of National Open University of Nigeria. British Journals ISSN 2047-3745, Vol.3 (1), pp.60-61Adomi, E.E. and Kpangban, E. (2010), Application of ICTs in Nigerian Secondary Schools. Retrieved May 18, 2013 from http://www.webpages.uidaho.edu/~mbolin/adomi-kpangban.htmAduwa-Ogiegbaen, S. E., and Iyamu, E. O. S. (2005), Using Information and Communication Technology ... Continue reading---
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTTITLE: A comparison of performance of radiography students on computer based (electronic examination) and written examinations: a case study of university of Maiduguri.OBJECTIVES: To compare academic performance differences among computer based (e-exams) and paper-pen examination in some selected courses; Rad 201,Rad 331,Rad 431,Rad 531 in 2013/2014 and 2014/2015 academic sessions and to determine the students attitude towards e-examination.MATERIAL AND METHOD: The research design adopte ... Continue reading---