Perception of Computer-Based Test (CBT) Examinations among Students of Select Tertiary Institutions in Cross Rivers State, Nigeria

Background: Computer-Based Testing represents a transformative shift in educational assessment in Nigeria but challenges related to students’ perceptions need to be addressed for CBT to reach its full potential. Objective: This study investigated students’ perception of Computer-Based Test (CBT) examinations in select tertiary institutions in Cross River State. Method: Descriptive survey design was employed and 390 second-year students were selected using Taro Yemane’s formula from a population of 16,215. Data were collected using a 15-item, four-point Likert-scale questionnaire with a reliability coefficient of 0.89, determined using Cronbach’s alpha. Descriptive statistics were used to analyse responses to three guiding research questions. Results: Findings revealed that students perceived CBT question formats as appropriate and engaging (M = 2.88). Regarding feedback (M = 2.76), students reported that it was generally clear and contributed to their learning, but lacked specificity in identifying areas for improvement. In terms of overall usefulness (M = 2.78), students viewed CBT as more efficient, objective, and technologically aligned than traditional paper-based assessments. Unique Contributions: This study provided fresh insights by focusing on the appropriateness of question formats, the quality of feedback, and the overall usefulness of CBT as an assessment tool. Conclusion: While students hold generally positive perceptions of CBT, improvements are necessary in feedback precision and the assessment of practical competencies. Key Recommendation: Institutions should enhance CBT platforms to deliver more detailed, personalized feedback and support a broader range of assessment types.