Correlation Between Availability of Infrastructural Facilities and Human Capacity Readiness on Implementation of Computer-Based Assessment in External Examinations among Secondary Schools in Nigeria

The transition from paper-based to computer-based assessment (CBA) has become a major focus of educational reform globally yet concerns remain regarding school readiness in developing contexts. This study examined the level of infrastructural and human capacity readiness for the implementation of CBA in secondary school science subjects for the West African Examinations Council (WAEC) and the National Examinations Council (NECO) in Nigeria. A descriptive survey research design was adopted. Data were collected from 40 public and private secondary schools using a structured questionnaire measuring ICT infrastructure, electricity and internet availability, digital competence of teachers and students, and administrative support. Descriptive statistics, independent samples t-tests, and Pearson product–moment correlation were used for data analysis at the 0.05 level of significance. The findings indicated that both infrastructural and human capacity readiness were generally low to moderate across schools. No significant differences were found based on school ownership or location. However, a significant positive relationship existed between infrastructural readiness and human capacity readiness. The study concludes that effective adoption of CBA in WAEC and NECO science examinations requires simultaneous investment in ICT infrastructure and human capacity development. A phased and equitable implementation strategy is recommended.