STUDENTS’ ATTITUDES TOWARDS CBT AND ITS CHALLENGES IN A NIGERIAN UNIVERSITY.

ABSTRACT This study was to investigate Students’ Attitude Towards Cbt And Its Challenges In a Nigerian University, CBT uses digital platforms to deliver assessments, and provide benefits such as automated scoring, instant feedback, and improved administrative efficiency (Alomari, 2021). The primary purpose of this study is to examine the impact of Computer-Based Testing (CBT) on students’ academic performance. Specifically, the study aims to: Explore students’ attitudes toward CBT and their association with academic success. Identify the primary challenges encountered by students and educators in adopting and implementing CBT. Investigate if there are significant differences in student’s attitude towards computer-based test on their demographic information. A descriptive survey research design of correlation type was adopted to examine the students’ attitude towards Computer-Based Test (CBT) and their digital literacy at the University of Ilorin. The population consists of all undergraduate students at the University of Ilorin. This group was selected because they are directly affected by the implementation of Computer-Based Testing (CBT) in their academic assessments, making them an appropriate population for evaluating the impact of CBT on academic performance. The findings from this study revealed that students have a generally positive attitude towards the use of Computer-Based Testing (CBT) as a mode of assessment. Specifically, students reported that CBT is more convenient than traditional paper-based examinations, helps them perform better in academic assessments, boosts their confidence, provides immediate feedback that enhances their learning, and is perceived as a fairer method of assessment. The result from findings of this study is that students' attitudes toward Computer-Based Testing (CBT) do not significantly differ based on gender. This implies that both male and female students generally have similar experiences and perceptions regarding the effectiveness, fairness, and usability of CBT platforms. In view of the findings, the following recommendations are made: Institutions should invest in the development of robust digital infrastructure, including high-capacity servers, reliable testing platforms, and strong internet connectivity to minimize technical failures during CBT. Colleges and universities should partner with internet service providers to provide affordable internet data plans to both staff and students, thus improving accessibility and reducing digital exclusion.