Assessment Of Perception And Challenges Of Nursing Student Toward NMCN CBT Examination At Kebbi State College Of Nursing Sciences

Project and Seminar Material for Nursing (Science)

Assessment Of Perception And Challenges Of Nursing Student Toward NMCN CBT Examination At Kebbi State College Of Nursing Sciences


Abstract


This study was carried out to examine the perception and challenges of nursing student toward NMCN CBT examination at Kebbi State college of nursing sciences. The study was specifically carried out to assess nursing students perception on the benefits associated with the use of NMCN CBT for examines in Kebbi state college of nursing sciences, assess nursing students perception on whether the formal use of NMCN CBT for executing examination enhances their study habit, academic prowess and examination preparedness, and assess nursing students perception on the problems associated with the use of NMCN CBT for examination Kebbi state college. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of Kebbi State college of nursing sciences. In determining the sample size, the researcher conveniently selected 117 respondents and 100 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Chi-square statistical tool.The result of the findings reveals that the nursing students perceives that the formal use of NMCN CBT for executing examination enhances their study habit, academic prowess and examination preparedness.The study also revealed that the problems associated with the use of NMCN CBT for examination Kebbi state college as perceived by nursing students include; technical issues, increases anxiety among students, poor computer experience of examinees, inadequate computer infrastructure, software breakdown, and epileptic power supply. Therefore, it is recommended that lecturers to supervise CBT examination should be practically good in the use of computers in order to be able to attend to minor issues that may arise during the examination. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

According to Melody (2007), examination systems serve as a means of determining individual and institutional achievement and hence have a significant driving impact on the systems for which they were developed. Currently, the conventional form of student assessment is the most prevalent in Nigeria. Students’ cognitive abilities are examined using paper and pen. This examination approach imposes significant constraints on the efficacy of the assessments (Edmund, 2010). The traditional method is characterized by a variety of examination malpractices, including the introduction of unauthorized materials, writing on currency notes and identification cards, spying on other candidates in the examination hall, substitution of answer sheets, and alteration of examination scores or grades. Others include impersonation, exam questions leakage to students prior to examinations, collusion with supervisors and school officials to cheat, and body writing or tattoos in which students, often females, write on concealed areas of their bodies. These issues support the necessity for academic examination automation.
In line with the preceding, automation of educational assessments, whether school-based or other public exams, may be defined as the use of technology to measure learning outcomes via the use of computers (Obioma, 2013).Educational measurement has shifted toward computer-based testing (CBT) in a number of academic domains. CBT is defined as tests or assessments administered by computer on a standalone or dedicated network, or by other technology devices connected to the internet or world wide web, with the majority of them utilizing multiple choice questions (MCQs).

In many academic domains, educational measurement has been moving towards the use of computer-based testing (CBT), defined as tests or assessments that are administered by computer in either stand-alone or dedicated network, or by other technology devices linked to the internet or world wide web most of them using multiple choice questions (MCQs)( Olawale and Shafi’I, 2010).Computer based assessment systems have enabled educators and trainers to author, schedule, deliver, and report on surveys, quizzes, tests and exams.

There are two main types of computer based testing. The most familiar type is where candidates fill in their responses on a paper form, which is fed into a computer optical mark reader. This reads the form, scores the paper, and may even report on the test reliability. The second type of computer based testing is where computers provide an assessment interface for students: they input their answers and receive feedback via a computer(Olawale and Shafi’I, 2010)..

An effective method of student assessment is necessary in the medical faculty as well as all areas and levels of education. Due to an increase in student numbers, ever-escalating work commitments for concerned staff, and the advancement of internet technology, the use of computer assistedassessment has been an attractive proposition for many higher education institutions (Adegbija et al., 2012). According to claims, computer-assisted test construction systems have made a major impact on the design and generation of Nursing and Midwifery Council of Nigeria examinations.

Generally, the advantages of CBT systems over traditional paper-and-pencil testing (PPT) have been demonstrated in several comparative works and as mentioned by, CBT is not just an alternative method for delivering examinations, it represents an important qualitative shift away from traditional methods such as paper based tests(Adegbija et al., 2012).

From students’ perspective of the CBT there have been a number of mixed reactions. Previous research on this subject showed that more people anticipated problems with the computer assisted assessment than actually had them . Their research also showed that despite fewer students being confident about CBT before completing the assessment more students stated a preference for CBT afterwards. Previous study conducted indicated a preference for CBT over PPT [8]. Some studies reported the main disadvantage as being increased anxiety amongst those unfamiliar with use of computer and as such students agreed that they are “technophobic”(Adegbija et al., 2012).

Computer-based tests (CBT) are not just another technique of administering exams; they signify a qualitative movement away from more conventional approaches such as paper-based testing. Despite these benefits of computerized test administration, it was shown that the efficient implementation of this method for conducting assessments in Nigerian schools has been hampered by a variety of obstacles.Thus, the purpose of this study is to assess the perception and challenges of nursing student toward NMCN CBT examination at Kebbi state college of nursing sciences.


1.2 Statement of the Problem

CBT, sometimes referred to as Computer-Based Assessment, e-Examination/Assessment, Computerized Testing, or Computer-Administered Testing, is a way of conducting assessments in which answers are electronically recorded and evaluated (Davey, 2011). Educators may use CBT to create, plan, administer, and report on surveys, quizzes, tests, exams, and other types of testing. There is an abundance of literature describing the several benefits of employing computer-based exams. The primary benefits are cheaper long-term expenses, immediate feedback to students, better productivity and low operational fluctuation, accommodations for applicants with special needs, and enhanced impartiality (computerized marking does not “know” the students, so neither favours nor makes allowances for minor errors). Additionally, CBT eliminates impersonation and cheating. Additionally, this procedure assures that findings are available within a few hours following the examination (Abubakar & Adebayo, 2014).

Unfortunately, a number of factors have been identified as impeding the use of CBT, including resistance to change, insufficient power supply, a lack of knowledge, low competency and familiarity with computers, a shortage of qualified personnel, a shortage of facilities such as computers and related devices, and unstable internet networks (Abubakar & Adebayo, 2014; American Psychological Association, 1986; Davey, 2011; JAMB, 2015; Obioma, Junaidu & Ajagun, 2013; Ojerinde, 2015). These obstacles, however, have hampered the implementation of CTB in the majority of Nigerian schools. As a result, this research is primarily concerned with the assessment of the perception and challenges of nursing student toward NMCN CBT examination at Kebbi state college of nursing sciences.


1.3 Objective of the Study

The main objective of this study is an assess the perception and challenges of nursing student toward NMCN CBT examination at Kebbi state college of nursing sciences. Specific objectives include:

  1. Assess nursing students perception on the benefits associated with the use of NMCN CBT for examines in Kebbi state college of nursing sciences?
  2. Assess nursing students perception on whether the formal use of NMCN CBT for executing examination enhances their study habit, academic prowess and examination preparedness?
  3. Assess nursing students perception on the problems associated with the use of NMCN CBT for examination Kebbi state college?

1.4 Research Questions

The following six research questions were formulated in addressing the problems identified in this study: the issues peculiar to chemistry CBT test from other courses

  1. What is the perception of nursing students on the benefits associated with the use of NMCN CBT for examines in Kebbi state college of nursing sciences?
  2. What is the perception of nursing students on if the formal use of NMCN CBT for executing examination enhances their study habit, academic prowess and examination preparedness?
  3. What is the perception of nursing students on the problems associated with the use of NMCN CBT for examination Kebbi state college?

1.5 Research Hypothesis

  • Ho: The use of NMCN CBT is not effective for executing examination in Kebbi state college of nursing sciences.
  • Ha: The use of NMCN CBT is effective for executing examination in Kebbi state college of nursing sciences.

1.6 Significance of the Study

The outcome of this study will be of use to students, university management, College of Education administrators, professional organization and researchers. Exclusively, this study may create awareness to different examination bodies and higher institutions administrations in Nigeria to know students’perception towards CBT. The study will also help Kebbi State college of nursing sciences with useful information on the level of setting questions in CBT. This study would provide useful informations on the level of ICT literacy of students hence, assisting them in training and retraining their staffs to help teach the skill to the teachers.


1.7 Scope of the Study

This study is structured to generally assess the perception and challenges of nursing student toward NMCN CBT examination. The study will be delimited to Kebbi State college of nursing sciencesa.


1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.


1.9 Definition of Terms

Perception:

The organization, identification, and interpretation of sensory information in order to represent and understand the presented information or environment.

Computer Based Test (CBT):

Computer-based test (CBT) are instructions which is delivered by a computer system. A course (CBT) may also be given through a software/program installed on a computer system either through the internet, intranet or a cooperate digital channel


1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the perception and challenges of nursing student toward NMCN CBT examination at Kebbi State college of nursing sciences. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the perception and challenges of nursing student toward NMCN CBT examination at Kebbi State college of nursing sciences. The study is was specifically set to assess nursing students perception on the benefits associated with the use of NMCN CBT for examines in Kebbi state college of nursing sciences, assess nursing students perception on whether the formal use of NMCN CBT for executing examination enhances their study habit, academic prowess and examination preparedness, and assess nursing students perception on the problems associated with the use of NMCN CBT for examination Kebbi state college.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 259 responses were validated from the enrolled participants where all respondent were Nursing students in Kebbi State college of nursing sciences.


5.3 Conclusions

Based on the findings of the study, the researcher recommended that;

  1. The nursing students of Kebbi state college of nursing sciences perceive that there are benefits associated with the use of NMCN CBT for examines which includes; time saving, it ensures the administration of the appropriate assessment without preferences, improves measurements precision and efficiency, helps to ensure adequate conducive examination hall, and facilitates Immediate scoring.
  2. The nursing students perceives that the formal use of NMCN CBT for executing examination enhances their study habit, academic prowess and examination preparedness.
  3. The problems associated with the use of NMCN CBT for examination Kebbi state college as perceived by nursing students include; technical issues, increases anxiety among students, poor computer experience of examinees, inadequate computer infrastructure, software breakdown, and epileptic power supply.

5.3 Recommendation

Based on the findings of this study, the following recommendations are made:

  1. The government should provide institutions at all levels in state with adequate information technology tools.
  2. Lecturers to supervise CBT examination should be practically good in the use of computers in order to be able to attend to minor issues that may arise during the examination.
  3. CBT software developed for CBT examination should be updated from time to time based on observable challenges.
  4. There is the need for adequate students training in ICT prior to CBT examination in colleges of education.
  5. There is the need for installation of high capacity solar system because of the erratic power supply in Nigeria and high cost of diesel.
  6. There is the need for procurement of special ICT equipment for the use of students with disabilities in colleges of education in Nigeria.
  7. Government should from time to time help in supporting the procurement of ICT equipment in colleges of education in Nigeria.

Get Complete Project Material

6,000 Naira

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…


Step One Purchase

Make Payment (Through Transfer) of ₦6,500 to Any of the Account Below

Access Bank PlcAcc No: 0811003731
Samphina Academy
Current Account
Zenith BankAcc No: 1225513212
Samphina Academy
Current Account

Or CLICK HERE To Pay With Debit Card


FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($25)
FOR GHANIAN STUDENTS
Make Payment of 200 GHS to 0553978005 | Douglas Cloud Osabutey | MTN MoMo

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details

  2. TOPIC: Assessment Of Perception And Challenges Of Nursing Student Toward NMCN CBT Examination At Kebbi State College Of Nursing Sciences

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply


  Contact Our Help Desk


Need a Different Topic? Perform a Quick Search



List of Related Works

Click on Any Topic to Preview the Content

samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.